D6 discusses why learning organizations must document results and provided guiding principles for program evaluation and advice on what to measure

D6 discusses why learning organizations must document results and provided guiding principles for program evaluation and advice on what to measure, how to collect and analyze the information, and, especially important, how to market the results. Choose an organization you believe to be a learning organization, provide a justification as to why the organization is a learning organization and how it collects and analyzes the information or assessment information on why the training and/or learning was successful.

The requirements below must be met for your paper to be accepted and graded:

·  Write between 1,250 – 1,750 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.

·  Use font size 12 and 1” margins.

·  Include cover page and reference page.

·  At least 80% of your paper must be original content/writing.

·  No more than 20% of your content/information may come from references.

·  Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.

·  Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

·  References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.

Create and implement staff orientation and training programs

Assignment Instructions

CAHIIM Competencies Assessed:

1. Create and implement staff orientation and training programs

Instructions:  You are an HIM Supervisor at a hospital and you have been asked to create a new staff training on data compliance rules.  Assume that the new staff has a wide variety of background, with some new staff knowing nothing about data compliance at all.  The training should be basic and introductory.

Create an outline for your training.

Requirements:

1.Include an introduction and summary within your outline

2.Length of outline should be 3-4 pages

3.It should be an annotated outline.  This means that it should include citations within the outline and a reference page.

4.Your training should include the topics of HIPAA and The Joint Commission and other data compliance topics that affect hospital staff

if you were a consultant to your own organization, how might you go about solving issues and/or needed changes?

Part 1: In consideration of Cheung-Judge’s (2012) article, “The Self as an Instrument: A Cornerstone for the Future of OD,” what are your immediate thoughts? For example, if you were a consultant to your own organization, how might you go about solving issues and/or needed changes?

Part 2: In this unit’s Discussion Board, describe at least three examples of Spector’s (2013) Chapter 1 concepts—types of changes, faces of change, and actions to build motivation—to the case study, “The ASDA Way of Working.” What are your recommendations for Archie Norman for leading complex change?

WHAT IS A MARKETING MANAGER?

hile representative of possible situations faced by the Brooklyn Nets, all scenarios in this assignment are fictional.

Real Business

For a large discount retail store like Target and Walmart, it can  be difficult to get the marketing mix just right for a given product.  There are so many products in the store fighting for the attention of  customers. There is also the challenge of helping the suppliers of each  product maximize their profits while making sure the store is making  money. With so many things to consider, working in marketing for such a  large business can be a challenge.

Your Role

This week, you’ll be acting as a Marketing Manager in the sporting goods section.

WHAT IS A MARKETING MANAGER?

Marketing Managers are responsible for developing, implementing  and executing marketing plans, either for an entire organization or for  particular categories or products within the organization, in order to  attract potential customers and keep existing ones.

Their day-to-day tasks include managing and coordinating marketing  and creative staff, leading market research to improve existing  products and services, working with advertising agencies, and  determining the best way to get products in front of customers.

As a marketing manager for a discount retail store in Brooklyn,  you have been asked to evaluate a marketing plan for basketballs to  ensure that the 4 P’s of marketing are being applied well. Using your  knowledge of the 4 P’s and the best approach to generating sales, you’ll  take a look at a number of marketing recommendations and choose the  approach that you believe will sell the most products.

INSTRUCTIONS

Step 1: Product

In the Marketing Analysis Presentation provided by your marketing  team, you’ll see three different basketballs that need to be included in  the product display on Slide 2. Each product has unique features.

  • Based on the information provided about the customers that  shop at the store location on Slide 3, choose the basketball that you  think will sell the most. Explain the rationale for your decision.

Step 2: Place

On Slide 4 of the Marketing Analysis Presentation, you’ll see the  results of a survey that asked potential buyers about where they are  most likely to purchase these products.

  • Use your knowledge about product placement to choose the  best place to sell the products, deciding between traditional stores and  online. Explain the rationale for your decision.

Step 3: Promotion

Slide 5 of the Marketing Analysis Presentation shows three  recommended advertisements, including a special deal promotion, for the  product that is expected to sell the best.

  • Based on the information provided about the customers that  shop at this store location on Slide 3, determine which promotional  activity will sell the most product at this particular store. Explain  the rationale for your decision.

Step 4: Price

Finally, Look at the pricing options available for each of the three products together on Slide 6.

  • Based on your knowledge of the Pricing Strategies discussed  on pages 186-187 in the textbook, choose the option that has the best  pricing mix for all three products. Refer to the customer information on  Slide 2, if needed. Explain the rationale for your decision.

Note: You should complete Step 5 after reading the material in Week 7.

Step 5: Brand & Sales Pitch

The company that makes one of the basketballs is looking to  rebrand the product. They have asked for your input on possible brand  ideas.

  • First, read the Brand Vision statement which summarizes the  goal for the new brand. Then, look at the logo, name, and tagline  recommendations. Which of the two brand directions do you think best  meets the goals of the brand vision? Please support your decisions.
  • Second, write a 2-3 sentence sales pitch that you would use to try to convince someone to purchase this product.

Step 6: Market Segmentation

The marketing plan for the basketballs at the Brooklyn store has  been in place now for four months, and the marketing team has assembled a  report reviewing sales data and customer feedback for the last  quarter’s basketball sales. Overall, the results are lower than you  expected and you are concerned that your marketing and creative staff  have not properly segmented your target customers. Remember, like many  products in the marketplace, the basketball’s marketing campaigns must  target two different groups of customers: (1) adults who purchase the  item as a gift and, therefore, do not actually use the product; and (2)  adults and teenagers who purchase the item for their own use and  enjoyment. Both groups have different reasons and expectations  surrounding the item in question, and those reasons and expectations  will have significant impacts on the buyers’ purchasing decisions.

  • Review the five customer segments detailed on pages 194-195  of your textbook: Behavioral, Sociographic, Psychographic, Geographic  and Demographic. Select one focus area of each segment that you feel is  most relevant to the sale of basketballs at this store location.
  • Keeping in mind the 4 P’s, write 1-2 questions for each  focus area that will guide your staff as they investigate these aspects  of your campaign.

Example:

  • Segment: Geographic
  • Focus Area: Neighborhood
  • Questions: What combination of marketing and media channels  did we use to reach current and potential customers? How are we  gathering information on where current customers live who purchased a  basketball?

 

Identify two possible impediments to this approach and discuss how you will overcome them.

You and your assigned classmate(s) have formed a human resource consulting company. You have been hired to provide training to the sales force for an automobile dealership. As part of your preparation for this consulting engagement, you and your team members must determine how best to approach the automobile dealership to engage the interest of the decision makers. Your part of this assignment is to propose the types of needs assessment tools that could be used to determine how to design and develop the automobile dealership’s training programs. These could include software, models, or analysis methods. Once you complete your needs assessment, you must now meet with the owner of the dealership to discuss the needs assessment.

From the perspective of a team member, write a 3–4-page paper in which you do the following:

  1. Prepare, in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected.
  2. Identify two possible impediments to this approach and discuss how you will overcome them.
  3. Evaluate the feasibility of your approach to what is commonly done in the field.
  4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.
  5. Go to https//research.strayer.edu to find at least two (2) academic resources …in this assignment. Note: Wikipedia and other websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double-spaced, using Times New Roman font (size 12), with 1-inch margins on all sides; 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 page length.

The specific course learning outcomes associated with this assignment are as follows:

  • Plan a needs assessment approach that includes methods for overcoming challenges and reasons why it’s critical to a training program. (CL5)Assignment 2: Needs Assessment

    Due Week 5 and worth 175 points

    You and your assigned classmate(s) have formed a human resource consulting company. You have been hired to provide training to the sales force for an automobile dealership. As part of your preparation for this consulting engagement, you and your team members must determine how best to approach the automobile dealership to engage the interest of the decision makers. Your part of this assignment is to propose the types of needs assessment tools that could be used to determine how to design and develop the automobile dealerships training programs. These could include software, models, or analysis methods. Once you complete your need assessment, you must now meet with the owner of the dealership to discuss the needs assessment. Do Not Create a Training Program!!!

    From the perspective of a team member, write a three to four (3-4) page paper in which you:

    1. Prepare, in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. (You will use a hierarchical topic and sentence outline for this paper only.)

    Review chapter 4 on needs assessments. It discusses different types of assessments. Select the best one(s) to use to gather information. Keep in mind that you are trying to find out the organizations needs related to their sale force. Hence, you need to outline the method you are going to use to gather information and make a recommendation to management on what type of training may be required. Use this information in conjunction with your research from the week 3 discussion.

    2. Identify two (2) possible impediments to this approach and discuss how you will overcome them.

    The text also discusses obstacles to conducting needs assessments such as time, cost, leadership buy-in, employee willingness to participate. The most common are time to conduct a thorough assessment and cost. You should mention the others briefly as supporting information.

    3. Evaluate the feasibility of your approach to what is commonly done in the field.

    Feasibility is the likelihood your process would happen in this industry. Is your process a standard practice?

    4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.

    Your goal here is to answer what can happen if you develop training without understanding the training needs and why it is important to determine the issues correctly to avoid wasting time and money, in addition to not solving the problem. Remember you are training the sales force but the training may not be sales related it could be a process, time management, or low morale. This is what your consulting company has been hired to find out.

    5. Use at least two (2) quality academic resources in this assignment.

    Two resources in addition to your textbook for maximum points.

    Review the week 3 discussion thread where you can find other types of needs assessment processes. If you use one of those models make sure you identify the model. You can use the reference you cited in your post for this paper. Refer to pages 113 -130 to design your outline.

    Points: 125 Assignment 2: Needs Assessment
    Criteria Unacceptable

    Below 70% F

    Fair

    70-79% C

    Proficient

    80-89% B

    Exemplary

    90-100% A

    1. Prepare in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected.

    Weight: 20%

    Did not submit or incompletely prepared in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. Partially submitted in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. Satisfactorily submitted prepared in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. Thoroughly submitted prepared in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected.
    2. Identify two (2) possible impediments to this approach and discuss how you will overcome them.

    Weight: 25%

    Did not submit or incompletely identified two (2) possible impediments to this approach and did not submit or incompletely discussed how you will overcome them. Partially identified two (2) possible impediments to this approach and partially discussed how you will overcome them. Satisfactorily identified two (2) possible impediments to this approach and satisfactorily discussed how you will overcome them. Thoroughly identified two (2) possible impediments to this approach and thoroughly discussed how you will overcome them.
    3. 3. Evaluate the feasibility of your approach to what is commonly done in the field.

    Weight: 20%

    Did not submit or incompletely evaluated the feasibility of your approach to what is commonly done in the field. Partially evaluated the feasibility of your approach to what is commonly done in the field. Satisfactorily evaluated the feasibility of your approach to what is commonly done in the field. Thoroughly evaluated the feasibility of your approach to what is commonly done in the field.
    4. 4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.

    5. Weight: 20%

    6. Did not submit or incompletely explained why your needs assessment is critical to the development of the training program you plan to deliver. Partially explained why your needs assessment is critical to the development of the training program you plan to deliver. Satisfactorily explained why your needs assessment is critical to the development of the training program you plan to deliver. Thoroughly explained why your needs assessment is critical to the development of the training program you plan to deliver.
    5. 2 references

    Weight: 5%

    No references provided Does not meet the required number of references; some or all references poor quality choices. Meets number of required references; all references high quality choices. Exceeds number of required references; all references high quality choices.
    6. Clarity, writing mechanics, and formatting requirements

    Weight: 10%

    More than 6 errors present 5-6 errors present 3-4 errors present 0-2 errors present

How should HRM metrics be used to measure the success of the HR department’s goals related to improving the performance indicators of the entire organization?

HRM metrics and measurements can be powerful in showing areas where healthcare organizations can improve and better meet the needs of the organization, employees, and patients or customers. HRM metrics can also help provide meaningful data to help make better decisions and changes.

Tasks:

In a minimum of 200 words, post to the Discussion Area your responses to the following:

  • How should an HR department of a healthcare organization measure its effectiveness? For example, if job satisfaction has improved among nursing staff, how would you isolate the effect of HRM policies or programs from the effect of other organizational and external factors?
  • Which of the commonly used HRM metrics would you, as an HR manager of a healthcare organization, use? Why? Use an organization as an example and briefly describe it.
  • How should HRM metrics be used to measure the success of the HR department’s goals related to improving the performance indicators of the entire organization?

Provide reasons and evidence in support of your responses.

To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Your initial posting should be addressed at 300-500 words.

Discuss the two major components of an HIT service management. Provide examples of what is included in them.

In the current healthcare environment, implementation of new or upgraded health information systems or technology is common. As a student of healthcare administration, acquisition of basic knowledge in HIT is imperative.

Tasks:

  • Discuss the two major components of an HIT service management. Provide examples of what is included in them.
  • Describe what IT enterprise architecture is and how enterprise architecture can be applied to HIT.
  • Evaluate/Analyze the advantages and disadvantages of enterprise HIT architecture.
  • Discuss the recent trends in HIT infrastructure.

Submission Details:

To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Your initial posting should be addressed at 500–1000 words as noted in the attached PDF. Submit your document to this Discussion Area by the due date assigned. Be sure to cite your sources using APA format.

Respond to your classmates throughout the week. Justify your answers with examples, research, and reasoning. Follow-up posts need to be submitted by the end of the week.

The following resources are provided for this discussion:

  • Hertvik, J. (2017, May 25). Business benefits of IT service management [Web log message]. Retrieved from https://www.bmc.com/blogs/business-benefits-service-management/
  • Mann, S. (2015, December 14). The benefits of enterprise service management [Web log message]. Retrieved from https://blog.freshservice.com/14-benefits-enterprise-service-management/
  • O’Dowd, E. (2016, December 22). Top 5 health IT infrastructure trends heading into 2017. Retrieved from https://hitinfrastructure.com/news/top-5-health-it-infrastructure-trends-heading-into-2017

A case study is a collection of facts and data based on a real or hypothetical business situation

HRMD 650: Organizational Development

How to Solve an Organizational Case Study – Case 1

A case study is a collection of facts and data based on a real or hypothetical business situation.  The goal of a case study is to enhance your ability to solve business problems, using a logical framework.  The issues in a case are generally not unique to a specific person, firm, or industry, and they often deal with more than one business strategy element.  Sometimes, the material presented in a case may be in conflict.  For example, two managers may disagree about a strategy or there may be several interpretations of the same facts.

In all case studies, you must analyze what is presented and state which specific actions best resolve major issues.  These actions must reflect the information in the case and the environment facing the firm.

The case should not exceed six (6) pages in length, excluding the reference list.

STEPS IN SOLVING A CASE STUDY

Your analysis should include these sequential steps:

1. Presentation of the facts surrounding the case. (~0.5 page)

2. Identification of the key issues. (~0.5 page)

3. Listing of alternative courses of action that could be taken. (~1 page)

4. Evaluation of alternative courses of action. (~1.5 pages)

5. Recommendation of the best course of action. (~1.5 pages)

Presentation of the Facts Surrounding the Case

It is helpful to read a case until you are comfortable with the information in it.  Re-readings often are an aid to comprehending facts, possible strategies, or questions that need clarification and were not apparent earlier.  In studying a case, assume you are an outside consultant hired by the firm.  While facts should be accepted as true, statements, judgments, and decisions made by the individuals in a case should be questioned, especially if not supported by facts—or when one individual disagrees with another.

During your reading of the case, you should underline crucial facts, interpret figures and charts, critically review the comments made by individuals, judge the rationality of past and current decisions, and prepare questions whose answers would be useful in addressing the key issue(s).

Identification of the Key Issue(s)

The facts stated in a case often point to the key issue(s) facing an organization, such as new opportunities, a changing environment, a decline in competitive position, or excess inventories.  Identify the characteristics and ramifications of the issue(s) and examine them, using the material in the case and the text.  Sometimes, you must delve deeply because the key issue(s) and their characteristics may not be immediately obvious.

 

Listing Alternative Courses of Action That Could Be Taken

Next, present alternative actions pertaining to the key issue(s) in the case.  Consider courses of action based on their suitability to the firm and situation.  Proposed courses of action should take into account such factors as the goals, the customer market, the overall organizational strategy, the product assortment, competition, and personnel capabilities.

Evaluation of Alternative Courses of Action

Evaluate each potential option, according to case data, the key issue(s), the strategic concepts in the text, and the firm’s environment.  Specific criteria should be used and each option analyzed on the basis of them.  The ramifications and risks associated with each alternative should be considered.  Important data not included in the case should be mentioned. Your discussion of the alternatives should include concepts from organizational diagnosis and change theory.

Recommendation of the Best Course of Action

Be sure your analysis is not just a case summary.  You will be evaluated on the basis of how well you identify key issues or problems, outline and assess alternative courses of action, and reach realistic conclusions (that take the organization’s size, competition, image, and so on into consideration).  You need to show a good understanding of both the principles of organizational diagnosis and the case.  Be precise about which alternative is more desirable for the organization in its current context.  Remember, your goal is to apply a logical reasoning process to this organization. A written report must demonstrate this process.

Also use the attachments. READ THROUGH THE ATTACHMENTS

Criteria for Grading Case Study Assignment

A B C F Points Earned

Introduction, Analysis, and

Evaluation (30 pts)

Student demonstrated complete and thorough

outline of the facts surrounding the case,

identified all key issues, appropriately identified alternative courses of

action, and clearly outlined the reasons for the recommendation.

30 – 25 points

Student satisfactorily outlined the facts

surrounding the case, identified most key

issues, appropriately identified alternative

courses of action, and satisfactorily outlined the reasons for the recommendation.

24 – 21 points

Student demonstrated less than satisfactory

outline of the facts surrounding the case, identified some key

issues, identified some alternative courses of

action, and/or less than satisfactorily outlined the reasons for the recommendation.

20 – 17 points

Student unsatisfactorily outlined the facts

surrounding the case, key issues, alternative courses of action, and

the reasons for the recommendation.

16 – 0 points

Comments

Quality of Content (25 pts)

Student demonstrated exceptional knowledge

of relevant concepts and theories; all statements and opinions were supported by

appropriate citations from the literature.

25 – 21 points

Student demonstrated satisfactory knowledge

of relevant concepts and theories; most

statements and opinions were supported by

appropriate citations from the literature.

20 – 18 points

Student demonstrated less than satisfactory knowledge of relevant concepts and theories; some statements and

opinions were not supported by

appropriate citations from the literature.

17 – 15 points

Student demonstrated unsatisfactory

knowledge of relevant concepts and theories; many statements and

opinions were not supported by

appropriate citations from the literature.

14 – 0 points

Comments

Quality of Research (20 pts)

Student did an exceptional job of integrating course

readings with additional research. Student cited more than the required number of references. Sources listed were all scholarly or practitioner journals from the last

ten years.

20 – 18 points

Student did a satisfactory job of integrating course

readings with additional research. Student cited the required number of references. Sources listed were primarily

scholarly or practitioner journals from the last

ten years.

17 – 16 points

Student did a less than satisfactory job of integrating course

readings with additional research. Student may

not have cited the required number of references. Some

sources listed may not have been scholarly or

practitioner journals from the last ten years.

15 – 14 points

Student did an inadequate job of integrating course

readings with additional research. Student did not cite the required

number of references. Many of the sources

listed were not scholarly or practitioner journals from the last

ten years.

13 – 0 points

Comments

2

Organization and Mechanics

(20 pts)

Student presented information in a logical

sequence that was very easy to follow. Paper had no major spelling

and/or grammar errors. The page length

requirement was met.

20 – 18 points

Student presented information in a mostly logical sequence that was fairly easy follow. Paper had a few minor

spelling and/or grammar errors. The

page length requirement was met or may have been slightly

exceeded.

17 – 16 points

Student presented information in a

confusing sequence that was not easy to follow. Paper had

several major spelling and/or grammar errors.

The page length requirement may not

have been met.

15 – 14 points

Student presented information in an

illogical sequence that was difficult to follow.

Paper had many spelling and/or

grammar errors. The page length

requirement was not met.

13 – 0 points

Comments

APA formatting

(5 pts)

All citations, quotations, and references were formatted correctly or contained only one or

two minor errors.

5.0 – 4.5

Most citations, quotations, and references were

formatted correctly or contained a few minor

errors.

4.4 – 4.0 points

Several citations, quotations, and

references were not formatted correctly or

contained major errors.

3.9 – 3.5 points

Many citations, quotations, and

references were not formatted correctly or

contained many errors.

3.4 – 0 points

Comments

Total Points Earned

(100 points max)

Overall Comments

0-107 September 10, 2010

This case was prepared by Professors Deborah Ancona, MIT Sloan School of Management and David Caldwell, Santa Clara University, Leavey School of Business.

Copyright © 2010, Deborah Ancona and David Caldwell. This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 Unported License. To view a copy of this license visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

Chris Peterson at DSS Consulting Deborah Ancona and David Caldwell

Late Thursday afternoon, Chris Peterson was reflecting on the meeting she would have tomorrow with her boss, Meg Cooke. The purpose of the meeting was to give Meg an update on the status of the integrated budget and planning system her team had been working on over the last six months and plans for the team to begin marketing this system and other new DSS consulting services to clients. Overall, Chris was quite pleased with the work her team had done. The team had been formed as part of a strategic change, including a somewhat controversial re-organization at DSS. The changes and new structure had created dissatisfaction and a fair amount of anxiety among many of DSS’s consultants, but Chris felt her team had overcome their concerns to become a very effective group. They had worked together well, avoided the conflicts that often plague these kinds of teams, and generally maintained a high level of motivation and satisfaction. Most of all, Chris was proud of the work her team had done. They had created a budget and planning system that the team believed would be embraced by DSS’s clients. The team had not gotten much support from other groups at DSS in developing the system, so team members had done much of the technical work on their own that would have normally been done by support people in the company. Despite this, Chris was very pleased with the system and looked forward to sharing her team’s accomplishments with Meg.

DSS Consulting

DSS Consulting was formed in 1997 to provide administrative support to small school districts primarily in the mid-west and mountain west. The company was founded by three retired school district administrators to help small school districts that had limited staff deal with difficult and somewhat specialized administrative problems, such as negotiating labor agreements or setting up procurement systems.

CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell

September 10, 2010 2

During the late 1990s, DSS grew rapidly as small school districts faced more complex challenges and pressures to cut costs, particularly in administration. In response to this growth, DSS organized itself into four practice departments—Procurement and Systems, Information Technology, Contract Negotiation, and Facilities Planning—to deal with different types of engagements. Business came primarily through contacts the five founders had developed. Once DSS was engaged, the project would be referred to the head of the appropriate practice group who would assign consultants to the project. By 2005, a number of changes had begun to affect DSS. First, the founders were cutting back their involvement in the company. As a result, management decisions were being passed on to new leaders, including people hired from other consulting companies. In addition, since much of DSS’s business was generated through contacts established by the founders, their reduced involvement was creating a need for new marketing strategies. Second, the types of problems for which districts were looking for help were becoming more diverse and often didn’t fit clearly into a specific practice area. The increasing complexities districts were facing were both reducing the need for the relatively straightforward projects DSS had been working on and creating demands for new types of services. Finally, state standards for school districts were diverging from one another, so that certain issues were more important in one region than in another. All of these changes led to stagnation in revenue growth for DSS. Because of these changes, the founders decided that a shift in strategy would be necessary for DSS to continue to grow and be successful. As a first step, they promoted Meg Cooke to the position of Chief Operating Officer. Meg had joined DSS in the Contract Negotiation group about four years earlier after spending time with a larger east coast firm. Two years after joining DSS, she had been promoted to head the Contract Negotiation group. The founders and Meg had concluded that if DSS was to continue to be successful, it would need to expand beyond its traditional customer base of small districts and offer services to larger districts much more than it had in the past. They felt that accomplishing this would require developing new services and reorganizing into a more cross- functional, customer-focused organization. A major part of the strategic change involved reorganizing DSS from a purely practice-oriented functional structure to a hybrid structure. Most of the consultants would now be assigned to new cross-functional teams that would be responsible for marketing and delivering services to districts within a particular geographic region. The practice groups were maintained to provide specialized expertise to support the cross-functional teams in their work but with many fewer staff members than in the past.

The new cross-functional teams were given two responsibilities. Over the long run, the teams were to build relationships with the school districts in their regions and provide a full range of DSS consulting services to those districts. The teams were also to develop new consulting offerings in response to district needs. The expectations were that the cross-functional teams would eliminate the functional

CHRIS PETERSON AT DSS CONSULTING Deborah Ancona and David Caldwell

September 10, 2010 3

“silos” that constrained the services DSS could provide and help DSS develop services that could be sold to larger districts. Both these were seen as crucial steps in the plan to grow DSS.

Chris Peterson and the Southwest Region Team

Chris Peterson joined DSS in 2001. She started her career as a high school teacher in a small school district in Iowa. When the district began to deploy personal computers, she was asked to head up the implementation in her school. The process went so smoothly that she was asked to give up classroom teaching and work full-time for the district in rolling out technology across all the schools. After five years in that job she joined DSS as a consultant in the Information Technology group. She rose to the position of project manager in the group and had been very successful in leading consulting projects. When the decision was made to reorganize into cross-functional teams, Chris was seen as a “natural” to lead one of the teams and was assigned to head the Southwest Region team. Chris looked on her new assignment with a mixture of excitement and apprehension. Much of the excitement came from the opportunity to lead a permanent team rather than coordinate individuals for short consulting projects. Her apprehension came in large part because of some uncertainties about how the new strategy would unfold. Chris was aware that many people were ambivalent about the new strategy and uncertain about the necessity of the change and whether or not it was likely to be successful. The result of this was that there was a great deal of anxiety among many consultants about the future of DSS and their roles in the new structure. Chris also suspected that the strategy was still evolving and might change as management got a sense of how well the new organization was working. One of the decisions that Meg had made about the new teams was that the team leaders ought to have a great deal of flexibility in inviting people to join their teams. Chris welcomed this opportunity. In thinking about who she wanted for the team, she considered two factors. First, she wanted people who had good skills and were experienced in the DSS consulting process. Second, she felt she needed people who would be able to work together well. She believed this would be important because of both the nature of the work to be done and her fear that the anxiety created by the change would boil over into dissatisfaction if people had trouble working together. Chris gave a great deal of thought about who to ask to join the Southwest Region team. She decided that one thing that would help the group work together smoothly would be to select people who already had some experience in working with one another. Overall, Chris was quite happy with the team she was able to put together. She ended up asking two consultants each from Contract Negotiations, Procurement and Systems, and Information Technology, and one consultant from the Facilities group to join the team, all of whom accepted. Even though the consultants had not worked on specific projects with each other in the past, they knew one another and had a great deal in common. Nearly all of them had worked on DSS’s annual Habitat for Humanity project and all had started at DSS at about the same time. Many members of the group socialized with one another

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outside of work. At the first group meeting Chris realized that her strategy had worked well. Two of the consultants marveled about how nice it would be to work with people who were both very competent and friends as well. Another consultant mentioned that he didn’t know many people at DSS other than the members of his new team and he was really looking forward to the project. Like most DSS consultants, members of Chris’s new team had some questions about the new strategy and leadership; however all believed that their new team had tremendous potential.

Beginning the Work

As DSS was making the transition to the new structure, consultants continued to finish existing projects even as they began working with their new teams. Chris believed it was very important that her team members be located together as soon as possible even though the team would not be working together full-time right away. She believed that co-locating the team would allow the group to get a quick start on the major deliverable of developing new products for DSS and prevent the group from getting distracted by some of the uncertainties created by the new structure. Chris was able to identify some space and a plan that could bring the full team together. Since none of the other new team managers felt as strongly about the co-location of their teams as Chris did, Meg allowed Chris’s team to move together before the other teams did. Once the team got settled into its new location, they quickly got to work. Chris believed that the first issue for the team would be to share their experiences and use their collective knowledge to identify one or more potential new products, and that her initial job would be to help the group pull together their experiences. The group had a number of meetings over the next month discussing their perspectives. Chris was very pleased with what happened in the meetings. The team members seemed comfortable sharing information with one another. If a disagreement emerged, the team dealt with it without creating animosity or substantial delay. Chris was particularly pleased when two of the team members told her that this was one of the best groups they had ever been a part of. Even though they were from different functional areas, the team members found that they had very similar experiences in dealing with districts. All of them had at least one story about how they had been delayed in a project because the people they were working with in the district were not able to get accurate data about budgets or long term plans. What emerged from the discussions was that small districts seemed to lack any integrated system for linking plans and budgets over time. The superintendent of the district seemed to be the only person who knew everything that was going on and if he or she was not available it was difficult to get timely information. The team concluded that what small districts needed was an integrated system for planning and budgeting. Although most large districts had the systems or the human resources to do this, the costs were prohibitive for a small district. The team determined, therefore, that a scaled down system could provide the level of planning small districts needed at a price they could afford. Further, this project both excited the team and was something they felt they could do well.

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Planning the New Product

As members of the team began finishing the consulting projects they had been working on, they were able to devote more time to developing specifications for the new system. The majority of the team were now spending nearly all their time working with one another and saw less and less of the other consultants who were not on the team. Occasionally people would bring up what other consultants had said their teams were doing, but this seldom generated much interest and was sometimes seen as almost a distraction to the group. At this point in time, Chris had two primary goals for the team. First, she wanted to keep the group focused on the jobs of defining the new system and determining exactly how DSS consultants would use it. Second, she wanted to help the group avoid distractions and continue to build cohesion. In addition to working with the team, Chris tried to deal with people outside the group. She had developed friendships with two superintendents in small districts and when she saw them, she took the opportunity to describe the system her team was developing. Generally, the feedback she received was positive and she relayed this to her team. Chris also met occasionally with Meg to update her on the project; however these meetings were generally short. Chris observed that some of the other team leaders spent more time meeting with Meg than she did, but she didn’t see that there was much need for her to do so, given the progress her team was making.

Developing the Planning and Budgeting System

Once the specific design of the proposed budget and planning system was complete, Chris felt it was time to share the work of the team with others. She took a detailed description of the program out to a number of districts she had worked with in the past and asked for comments. She also emailed the program description to Meg and some of the DSS functional specialists who would have to provide some technical support in developing the consulting protocols and specifying parts of the code for managing the data base. The conversations with people in the districts were informative and more-or-less positive. While generally expressing support for the new system, people in the districts raised some specific questions. Many of the comments or questions were about how the system would deal with issues that were unique to a district. A few questions emerged about the price of the product and how it would differ from other products already on the market. When Chris took these comments back to the group they tried to modify the initial design and specifications of the program to meet the concerns that were raised. This worked well in the short run, but as more comments came in, the group began to flounder as the team tried to adapt the design to meet many of the questions from outsiders. The reactions from others inside DSS were different from those in the districts. Most of the functional specialists who received descriptions of the project simply acknowledged receiving them but did not offer any real comments. Meg responded by asking a couple of questions and saying that

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she and Chris would talk more about it later. Overall, the group was pleased with these responses; no one had raised any objections to the program design or identified any difficulties that would slow the project down. As the group worked to change the project specifications in response to the comments coming in from the districts, Chris felt that the effective process the group had developed was beginning to break down. There were disagreements about how important various comments actually were and progress in finalizing the specifications seemed to slow. Team members began to voice more concerns than they had in the past about the direction DSS was going and question whether the team would be able to accomplish its task. Chris decided that something needed to be done to get the group back on track. She cancelled work on the next Friday and had the whole team meet at a nearby nature preserve. After a hike, the group returned to Chris’s house for a barbeque lunch. Following lunch, the members spent the rest of the afternoon discussing how they were performing and what they needed to do to finish designing the project. Overall, this seemed to work quite well. When the team got back to work on Monday, they quickly finalized the specifications and identified the steps that would be necessary to actually develop the product and consulting protocols. The team turned its attention to completing the project. The project had four components: a database program provided by a third-party vendor; a program for putting information into the database program written by an outside consulting firm; a set of forms districts would use to organize information about schedules and budgets; and a set of instructions for consultants to use in helping districts use the program and its results. The team split into sub-groups to work on pieces of the final project. Putting together the forms and developing instructions for consultants were the most challenging parts of the project. Both of these tasks required detailed knowledge about the different types of projects districts might undertake. Although members of the team had the knowledge and experience to complete most of this work, they often found that they needed to draw on the specialized knowledge of the DSS specialists in the practice groups. When a specific question came up that the team could not answer, one member of the Southwest team would either email a question or have a face-to-face meeting with the specialist. This worked well for simple issues but not for more complex problems. When team members tried to get functional specialists to spend time working on these more complex problems, they were often not given much help and were occasionally rebuffed. Chris found that she often had to go directly to the manager of the practice area to try to get support. Even this didn’t always work. One event typified the problem Chris was experiencing. She met with the head of Contract Negotiation to identify the specific information about a district’s employees that would need to be entered into the program. He told Chris that he would ask one of his specialists to work on it with the team. When one member of Chris’s team contacted the specialist, he was told that this project had not been built into her schedule and that she would not be able to help him until other things got done.

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When Chris learned of this she scheduled a meeting with Meg to discuss the difficulty her team was having in getting support. From Chris’s perspective, the meeting with Meg did not go particularly well. Meg seemed sympathetic to the difficulty Chris was having getting support and suggested that she could keep working with the practice group managers to get the final elements of the project completed. Chris had hoped that Meg would take more direct action. When Chris reported back to the team, the overall reaction by team members was negative. There were a number of comments about how decisions at DSS seemed to be more “political” under the new organization and how the “new Meg” seemed to be playing favorites.

Finishing the Project

Despite the difficulty in getting support from others in the organization, Chris knew that the project was close to completion and could still be a success in the market. Chris conveyed this to her team. She reminded them that even if they were not getting the type of support they would like, they had the experience necessary to finish the program on their own. Chris’s optimism was contagious. The team increased their efforts and did independent research to fill in their own knowledge gaps. The project came together quickly and within 10 days the team had a full product ready for beta testing. A few weeks earlier, Chris had recruited a district that would be willing to serve as a test site and a date was scheduled for the team to go into the district to demonstrate the product.

The Meeting with Meg Cooke

As Chris came into work on Friday morning, she thought back over the last few months and was quite pleased. The group had done a terrific job of specifying and developing a new product that was ready for a beta test. Initially her team members had doubts about the new strategy and their new roles but they had overcome those, and some real obstacles, to finish the assignment. Chris was looking forward to sharing this with Meg. From Chris’s perspective, the Friday morning meeting with Meg started off very well. Chris outlined the progress her team had made on the integrated budget and planning system. She spoke about how she was managing the beta test for the program and of the positive comments she was getting from the district. She also talked about how effective her team was. They worked together very well, were cohesive, and made decisions easily and quickly. Chris also mentioned that a number of the team members had not supported the reorganization at first but despite that had invested a great deal of effort in making the team and project work and were now committed to the new direction for DSS. In particular, Chris complimented the team members on their initiative in finishing the project even when they didn’t have a great deal of help from the specialists in the practice groups. Meg thanked Chris for all the hard work on the project and mentioned that she had heard very positive things about Chris’s leadership from members of the Southwest Region team. Meg then shifted the conversation and asked Chris for a report about the types of services districts in her region might be looking for DSS to provide in the future and whether some of the other projects the DSS

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regional teams were working on would be of interest to the districts. Chris responded that she had a general idea of what the other teams had been working on but did not feel she had sufficient information to present them to districts at this time. She went on to say that her team had focused on their project and that the plan was for them to go out and meet with all districts in the region after the project was in a beta test so that they would have something specific to discuss. She reassured Meg that although she did not have a clear answer to the question right now, she would in the near future. Meg then asked Chris how she saw the integrated budget and planning system being marketed to large school districts given that most of them already seemed to have either systems or personnel to do this. Chris responded that she understood the concern and that, at this point in time, large districts might not be interested in the system in its current form. She went to say that as the system was modified and expanded it would very likely be of interest to larger districts. After this, Chris and Meg exchanged a few pleasantries and the meeting ended.

The Monday Morning Meeting

When Chris arrived for work on Monday morning she found that she had a message from Meg asking if they could meet for coffee at 10:30. Chris was curious about the meeting, but quickly responded that she would be available, and the two agreed to meet at a nearby coffee shop. After getting coffee and talking a bit about the weekend, Meg told Chris that after reviewing her team’s project and its potential, she had decided that DSS would not go forward with the scheduling and budgeting project. When Chris asked for the reasons for this decision, Meg replied that the number of new products DSS could support was limited and that teams in the other regions had not reported any interest on the part of the districts they had worked with for this type of product. Meg also said that she was concerned that the project would not be of interest to the large districts. Chris responded that she certainly understood the issue about large districts but did not agree with Meg’s observation. She went on to say that she did not understand how other regional teams could say that there would not be a demand for the product when they did not even know what the planning and scheduling system could do. Meg said that she appreciated Chris’s concerns but that the decision to cancel the project was final. An awkward silence followed this last exchange. After a moment or two, Meg said that there was one more thing left to discuss. She said that the Southwest Region Team would focus exclusively on marketing DSS products and not be involved in product development work in the future and that there would be some change to the composition of the team. Meg ended by asking Chris if she was prepared to lead the group in a new direction or if she would be more comfortable and successful returning to the IT practice group as a functional specialist.

Explain how you will address Jim’s recent performance issues.

Imagine you work at a company and it is time for an employee named Jim’s annual review. While he was a model employee the first nine (9) months of the year, recently Jim has been coming in late. It has not been just a few minutes each day, either. It is starting to cause problems in the production line. In this assignment, write a summary of how you would approach your conversation with Jim. How will you address his recent performance issues while still praising him for his previous nine (9) months of good work? Your goal is to balance the negative and positive feedback so that Jim will leave motivated to do his best. This assignment should focus on your goals for the conversation, and which employee relations approaches you will use to address the situation .

Write a six to eight (6-8) paragraph paper in which you:

  • Explain how you will address Jim’s recent performance issues.
  • Suggest both constructive and positive feedback designed so that Jim will leave motivated to do his best.
  • Format your assignment according to the following formatting requirements:
    • This course requires use of Strayer Writing Standards (SWS). Please take a moment to review the SWS documentation for details.
    • Include at least 2 references to support your paper.

The specific course learning outcomes associated with this assignment are:

  • Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
  • Analyze various techniques, considerations, and designs of performance appraisal programs.
  • Use technology and information resources to research issues in human resource management.
  • Write clearly and concisely about human resource management using proper writing mechanics.

The subject of your research paper this week is to discuss the differences between diversity and multiculturalism as well as to discuss the pros and cons of diversity in the workplac

Research Assignment 1 INSTRUCTIONS: Week 3

NO PLAGARISAM

 

The subject of your research paper this week is to discuss the differences between diversity and multiculturalism as well as to discuss the pros and cons of diversity in the workplace. Remember, this is not an opinion piece, but a scholarly work supported with credible references and sources from your research. Topics of discussion may include recruiting, selection, pay and benefits, retention, affirmative action, and any other areas that pertain to strategic HRM in the workplace.

Your paper should be a minimum of eight (8) full pages of double-spaced content in 12-point font. In addition, include a properly formatted APA cover page, an abstract, a properly formatted Introduction and Conclusion, and a minimum of 5 references to support your ideas, arguments, and opinions. Your paper should analyze all required readings and those from your research in the field of study. You are expected to conduct outside research aside from the text to support your ideas, arguments, and opinions. Discussions of key concepts, and a critical analysis of the research is required. Remember you are to critically analyze the data you find. Merely copying pasting and citing sources does not constitute scholarly writing. You must present ideas and positions and support or refute those arguments with credible references and sources.       While assigned readings are important; you must conduct independent research of the subject matter and critically analyze the materials presented. References and sources should  support  your ideas, arguments, and opinions;  and not be the basis of your paper . The assignment should be a scholarly paper that is designed to analyze and academically discuss what you have learned and how you can integrate the learning into an organization now and in the future. Be sure to list references in proper APA format and ensure that all listed references are also cited in text. References and citations must be congruent, meaning all listed sources are cited in text and cited sources are listed in the references section at the end of your paper.

Your paper should adhere to APA formatting requirements (APA style cover page, in-text citations for each listed reference, and a reference page are required). Please make sure to proofread carefully. Grammar and spelling errors will affect the grading. It is very important that your critical analysis relates the course content to real-world applications from your work experiences or current events affecting HRM practices.

HRMT600 Writing Rubric 100 %
  Exemplary 4 pts  Accomplished 3.4 pts  Developing 3 pts  Beginning 2.6 pts  Did not attempt 0 pts
Abstract 10 % Exemplary

Places Abstract on a separate page & clearly summarizes the intent and content of the paper in 150 – 250 words

Accomplished

Places Abstract on a separate page & summarizes the intent and content of the paper is 150 – 250 words

Developing

Abstract is vague and does not summarize the intent or content of the paper well. Paper is either less than 150 or more than 250 words.

Beginning

Abstract is present but, incomplete or ambiguous. Intent of the paper is obscure and confusing.

Did not attempt

Not attempted or provided.

Introduction 15 % Provides a clear and concise reason for the paper and background into the problem. Exemplary

Provides background research into the problem; states the problem clearly; justifies the study; explains the significance of the problem to an audience of non-specialists.

Accomplished

Provides background research into the topic; describes the problem to be solved; provides findings and reasons for the research.

Developing

Provides little background research into the topic; describes the problem to be solved; provides little findings and reasons for the research.

Beginning

Student does not identify the purpose or provide background information for the paper. The introduction is vague and unclear in its purpose.

Did not attempt

Not attempted or provided.

Discussion 35 % Discusses findings and conclusions in accordance with the research. Exemplary

Presents precise and orderly explanation of findings in conjunction with the research despite personal opinions and ideas. Provides at least the minimum written content in accordance with assignment instructions.

Accomplished

Presents explanation of findings and research. Provides at least the minimum written content in accordance with assignment instructions.

Developing

Does not address the problem statement effectively. Research does not support findings or arguments. Conclusions not clearly stated. Provides between 70% to 85% of minimum written content required.

Beginning

Work is confusing and intelligible. Paper loses focus and does not address the subject matter. Research is vague and confusing. Provides less than 70% of the minimum written content requirement.

Did not attempt

Not attempted or provided.

Summary or Conclusion 15 % Articulates findings in accordance with the research. Exemplary

Restates the reason for the paper. Clearly and precisely articulates and summarizes findings and outcomes in accordance with the research; regardless of personal views or opinions.

Accomplished

Restates the reason for the paper as well as articulates and summarizes findings and outcomes in accordance with the research.

Developing

Attempts but does not clearly summarize the paper adequately or explain findings.

Beginning

Attempts, but summary is confusing and lacks detail. Findings are unclear and lacks detail.

Did not attempt

Not attempted or provided.

Documentation & APA format. 20 % Paper is properly in APA style writing standards Exemplary

Paper is written in proper APA format; includes at least the minimum number of references and sources; references are properly listed in the Reference section and properly cited in text.

Accomplished

Paper written mostly in proper APA format. Reference listing and citations contain errors, but they don’t represent a major distraction. Provides at least 60% of the references required.

Developing

Student has trouble with APA formatting and listing and citing sources and references. Provides at least 33% to 59% of required references.

Beginning

Some attempt to write in APA format, however student struggles with listing and citing sources in text. Less than 33% of required references are provided.

Did not attempt

No attempt to write in APA format; references and sources are not provided or not listed or cited.

Grammar and Spelling 5 % Submission if free of grammar and spelling errors Exemplary

Paper is free or almost free of grammatical errors and writing mechanics.

Accomplished

Paper contains minor errors in grammar and spelling but does not present significant distraction from the work.

Developing

Paper contains several grammatical and spelling errors that begin to distract from the work.

Beginning

Paper contains many grammatical and spelling errors distracting significantly from the work.

Did not attempt

Paper contains so many errors in grammar and spelling that the intent of the paper cannot be understood.