Unit 3 Human Resource Management

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ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT Pearson BTEC HND in Business (RQF) Unit 3 Human Resources Management

Assignment Brief

Session: February 2018

Programme title TNA67 Pearson BTEC HND in Business (RQF)

Unit number and title Unit 3 Human Resources Management

Unit Type Core

Unit Level and Credit Value

Level 4 15 Credit

Assessor (s) Prof Zakir Hossain, Mr Emmanuel Igwe, Mr Andrew Appiah

Issue Date 3 March 2018

Final assignment submission deadline

11-16 June 2018

Late submission deadline

18-23 June 2018

The learners are required to follow the strict deadline set by the College for submissions of assignments in accordance with the BTEC level 4–7 submission guidelines and College policy on submissions.

Resubmission deadline TBA

Feedback

Formative feedback will be available in class during the semester.

 

Final feedback will be available within 2 weeks of the assignment submission date.

 

General Guidelines

 The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.

 Include a list of references at the end of your document. You must give all your sources of information.

 Make sure your work is clearly presented and that you use correct grammar.

 Wherever possible use a word processor and its “spell-checker”.

 

Internal verifier Dr Gilbert Zvobgo

Signature (IV of the brief) *

gilbert@iconcollege.ac.uk Date 1/3/18

 

 

 

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ICON College of Technology and Management Pearson BTEC HND in Business (RQF)

Unit 3: Human Resources Management Session: February 2018

Coursework Recommended Word limit: 3,000–4,000

This Unit will be assessed by assignment and an individual portfolio. You are strongly advised to read “Preparation guidelines of the Coursework Document” before answering your assignment. ASSIGNMENT Assignment Context and Scenario: As a newly appointed Human Resource Manager for your chosen UK-based organisation, you

have been tasked with leading on the restructuring of the department as part of organisational

change.

 

The Human Resources (HR) department will be restructured based on the findings of a review

report, which you have been asked to complete. You are to review the effectiveness of the HR

function within the organisation, researching the role and scope of HR and reviewing and

assessing the main HR functions within the organisation. This has to be submitted as a case

study report.

 

The case study assessment report should cover then following:

1. An overview of the organisation.

2. An explanation on the purpose of the HR function and the key roles and responsibilities of the HR function.

3. An assessment of the approach to workforce planning, recruitment and selection, development and training, performance management and reward systems.

4. The approach to and effectiveness of employee relations and employee engagement, and comment on the adoption of flexible organisation and flexible working practice and ‘employer of choice’.

5. Analysis of the internal and external factors that affect Human Resource Management decision- making, including key areas of employment legislation

6. An application of the Human Resource Management practices in a work-related context. What you must do The following tasks are required to be carried out: LO1 Explain the purpose and scope of Human Resource Management in terms of resourcing in your chosen organisation with talent and skills appropriate to fulfil business objectives. Explain the purpose and the functions of HRM, applicable to workforce planning and resources in your chosen organisation. [P1] To achieve M1, you should assess how the HRM functions in your chosen organisation can provide talent and skills appropriate to fulfil business objectives using appropriate theories and models.

 

 

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Using examples from your chosen organisation, explain the strengths and weaknesses of different approaches to recruitment and selection. [P2] To achieve M2, you should evaluate the strengths and weaknesses of different approaches to recruitment and selection using suitable theories and models. To achieve D1 you should critically evaluate the strengths and weaknesses of different approaches supported by specific examples and independent judgement. (NB: To obtain D1 you must meet both M1 and M2 criteria). LO2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation

Explain how different HRM practices benefit the management and employees of your chosen

organisation [P3].

 

To achieve M3, you should identify and analyse the methods using appropriate models and specific

examples of how they benefit both the employers and employees of your chosen organisation. Evaluate the effectiveness of different HRM practices in your chosen organisation in terms of raising organisational profit and productivity [P4].

To achieve D2, you should critically evaluate HRM practices and their application, within the content

of your chosen organisation, using a range of specific examples and coherent and lateral thinking.

(NB: To obtain D2 you must meet both M3 and M4 criteria).

LO3 Analyse internal and external factors that affect Human Resource Management decision- making, including employment legislation

Analyse the importance of employee relations in your chosen organisation in respect to

influencing HRM decision-making. [P5]

Identify the key elements of employment legislation and the impact it has upon HRM decision- making in your chosen organisation. [P6] To achieve M4, you should evaluate the key aspects of employee relations and employment legislations in respect to influencing HRM decision-making with the application of relevant in your chosen organisation. To achieve D3, you should critically evaluate the employee relations and the application of HRM practices that inform and influence decision-making demonstrating convergent/lateral/creative thinking in your organisation. LO4 Apply Human Resource Management practices in a work-related context. As the Human Resource Manager in the Human Resources (HR) department of your chosen

organisation, you have been asked to take part in testing the new recruitment and selection

process. You have been asked to work in a small team (3–4 members) to design a job

specification for a particular job role and then you will take part in an interview simulation for a job

role advertised by another team.

The aim of your team is to test the recruitment and selection process and each complete an

individual document portfolio to submit. The document portfolio should include:

 

 

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1. The design of a job specification for one of a number of given positions in the organisation.

2. A CV for each student, tailored to apply for one of the positions advertised by another team.

3. Documentation of preparatory notes for interviews, interview notes based on selection criteria and a justified decision of the candidate selected.

4. A job offer to the selected candidate.

5. An evaluation of the process and the rationale for conducting appropriate HR practices. Illustrate the application of HRM practices in a work-related context, using specific examples from your chosen organisation [P7]. To achieve M5, you should provide a rationale for the application of specific HRM practices based on your chosen organisation. To achieve D3, you should critically evaluate employee relations and the application of HRM practices that inform and influence decision-making in your organisation.

Grading Criteria

Learning Outcome Pass Merit Distinction

LO1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives

 

P1 Explain the purpose and

the functions of HRM,

applicable to workforce

planning and resourcing an

organisation.

P2 Explain the strengths

and weaknesses of different

approaches to recruitment

and selection.

M1: Identify and explain

the HR functions to fulfil

business objectives.

 

M2: Evaluate the

strengths and

weaknesses approaches

to recruitment and

selection

D1: Critically evaluate the

strengths and weaknesses

of approaches to

recruitment and selection

 

 

 

 

 

 

D2: Evaluate the HRM

practices and their

application

LO2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation

P3 Explain the benefits of

different HRM practices

within an organisation for

both the employer and

employee.

P4 Evaluate the effectiveness of different HRM practices in terms of raising organisational profit and productivity.

M3: Explore different

methods used in HRM

practices

LO3 Analyse internal and external factors that affect Human Resource Management decision- making, including employment legislation

P5 Analyse the importance

of employee relations in

respect to influencing HRM

decision- making.

P6 Identify the key elements of employment legislation and the impact it has upon HRM decision- making.

M4: Identify the key aspects of employee relations management and employment legislations

D3: Critically evaluate employee relations and the application of HRM practices that inform and influence decision-making in an organisational context

LO4 Apply Human Resource Management practices in a work- related context

P7 Illustrate the application of HRM practices in a work- related context, using specific examples.

M5: Provide a rationale for the application of specific HRM

 

 

 

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Relevant Information Guide to student

1. Preparation guidelines of the Coursework Document

a. All coursework must be word processed. b. Document margins must not be more than 2.54 cm (1 inch) or less than 1.9cm (3/4 inch). c. The assignment should be in a formal business style using single spacing and font size 12. d. Standard and commonly used type face such as Arial should be used. e. All figures, graphs and tables must be numbered. f. Material taken from external sources must be properly referenced using the Harvard

referencing system. g. You should provide references using the Harvard referencing system. h. Do not use Wikipedia as a reference.

2. Plagiarism and Collusion

Any act of plagiarism or collusion will be seriously dealt with according to the College regulations. In this context the definitions and scope of plagiarism and collusion are presented below: Plagiarism is presenting somebody else’s work as your own. It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort. Collusion is copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism or collusion will be investigated and if found to have occurred will be dealt with according to the College procedure (For details on Plagiarism & Collusion please see the Student Handbook).

3. Submission

a. Initial submission of coursework to the tutors is compulsory in each unit of the course. b. The student must check their assignments on ICON VLE with plagiarism software Turnitin

to make sure the similarity index for their assignment stays within the College approved level. A student can check the similarity index of their assignment three times in the Draft Assignment submission point located in the home page of the ICON VLE.

c. All Final coursework must be submitted to the Final submission point into the Unit (not to the Tutor). The student would be allowed to submit only once and that is the final submission.

d. Any computer files generated such as program code (software), graphic files that form part of the coursework must be submitted as an attachment to the assignment with all documentation.

e. Any portfolio for a Unit must be submitted as a hardcopy to examination office. f. The student must attach the tutor’s feedback from the First submission in between the cover

page and the answer in the case of Resubmission. 4. Good practice

a. Make backup of your work in different media (hard disk, memory stick, etc.) to avoid distress for loss or damage of your original copy.

5. Extension, Late Submission and Resubmission

a. If you need an extension for a valid reason, you must request one using an Exceptional Extenuating Circumstances (EEC) form available from the College examination office and ICON VLE. Please note that the tutors do not have the authority to extend the coursework deadlines and therefore do not ask them to award a coursework extension. The completed form must be accompanied by evidence such as a medical certificate in the event of you being sick, and should be submitted to the Examination Office.

b. Late submission will be accepted and marked according to the College procedure. It should

 

 

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be noted that late submission may not be graded for Merit and Distinction. c. All late coursework must be submitted to the Late submission point into the unit (not to

the Tutor) in the ICON VLE. A student is allowed to submit only once and that is also treated as the final submission.

d. Only one opportunity will be given for reassessment (resubmission) will be permitted and the assessment will be capped at Pass for the unit. In addition, no resubmission will be allowed in any component of the assessment for which a Pass grade or higher has been achieved.

e. Repeat Units – A student who has failed to achieve a Pass in both Final/Late submission and in the Resubmission must retake the unit with full attendance and payment of the unit fee. The overall unit grade for a successfully completed repeat unit is capped at Pass for that unit. Units can only be repeated once.

6. Submission deadlines Online to the ICON College VLE Final Submission date: 11-16 June 2018 Late Submission date: 18-23 June 2018 Glossary:

 

Apply: practice the knowledge and skills of HRM.

Analyse: Identify separate factors, say how they are related and how each one contribute to the topic. Assess: to determine the importance, size and value of something. Give careful consideration to all the factors or events that apply or identify which are the most important or relevant. Comment: Give your view after you have considered all the evidence. In particular decide the importance of all the positive and negative aspects. Critically evaluate: Point out differences which are particularly significant. Describe: Give a clear description that includes all the relevant features- thin of it as ‘painting a picture with words. Evaluate: review the information then bring it together to form a conclusion. Give evidence of each of your views or statement. Explain: Set out in detail the meaning of something, with reasons. More difficult than describe or list; it can help to give an example to show what you mean. Start by introducing the topic then give the ‘how’ and ‘why’ OR provide details and give reasons and/or evidence to clearly support the argument you are making. Examine: When you evaluate you look at the arguments for and against an issue. Identify: Point out or choose the right one/ give a list of main features. Illustrate: Include examples or a diagram to show what you mean. Provide: Make available for application in practice.

 
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Case Study: State Vs. Scroggs

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Now it’s time to write a 1-page individual report on your virtual team activity for Week 04. Answer the questions below in a Word document to submit it to the Drop Box.

Think back on the decision-making process that you and your team members went through in deciding the case of “State vs. Scroggs.” Do you feel any of you used a rational decision-making model? As you explain, you might recall that rational decision-making goes through six steps:

  1. Define the problem. (Did Scroggs do it or not?)
  2. Identify decision criteria, etc.
  3. Weight the criteria.
  4. Generate alternatives.
  5. Rate each alternative on each criterion.
  6. Compute the optimal decision.

If no one followed this rational decision-making model exactly, did anyone follow even one of the steps – or some half way? As you explain, you might consider that you could have been using what we call bounded rationality? (That’s where you satisfice – that is, you don’t follow such a rigorous model, but rather you seek solutions that are merely satisfactory.) In bounded rationality, you use some rationality, but you are not completely disciplined about it.

Case Study: State vs. Scroggs

In the fall of 1875, Hiram Smith filed a claim on a very fertile piece of land in South Dakota with the land office. Before he could make any improve­ments on the land, he died. A young Swede, newly immigrated, filed a counterclaim to the land at once, and by late spring of the following year, he had built a home and had begun to cultivate the land.

In the meantime the widow of the original claimant was on her way West with her two daughters and her son, Hiram, Jr. She built a house on the land, across a ravine from the Swede’s home, and cultivated that half of the claim. Both parties sent their claims to the Department of the Interior, but ten years went by without a decision. Both the Swede and Mrs. Smith built barns and cultivated the land intensively each on their own side of the ravine.

A distant relative of Mrs. Smith, a clergyman named Rev. Wilbur Scroggs, lived in a small town about two miles from the rival farms. He had been an advisor for the Swede on all matters of religion and politics since the fellow had first taken up farming in Dakota.

He had often complimented the Swede on his land and had expressed his opinion at the general store that it was the best land in the West.

Wilbur Scroggs had acted as arbiter for the disputants and had corresponded with the Secretary of the Interior in regard to the land. One day at the general store he told the Swede that he thought the Swede’s claim would be supported. The Swede swore that no one was going to put him off the land.

The next day Scroggs went to the Smith farm and showed Mrs. Smith a paper from Washington , D.C. , ratifying her claim to the land. He said it would be all right for them to take possession of the entire claim. Young Hiram Smith, Jr. hitched a team to the plow and went over on to the Swede’s side of the farm. Scroggs, Mrs. Smith, and the two daughters went along, with Scroggs on his horse. Young Hiram, Jr. had just started plowing when the Swede ran out of his house with a gun and shot him.

Two more shots killed the horses at the plow. Scroggs galloped off and shouted that he was going after the marshal. When the marshal and a posse arrived, they found the Swede had killed the three women and had then committed suicide. Rev. Scroggs, being the only relative of the dead woman, would stand to inherit both pieces of land.

The marshal, who was very familiar with the case, confronted Rev. Scroggs. “I place you under arrest, Sir, for inciting these murders. You are innocent until proven guilty under the law. But you must go to trial.

 
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Public Health 10 Slide On Hiv/Aids

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please read attachments…. please…Your public health presentation should be 10 slides in length, use an appropriate application (PowerPoint, Prezi, etc.), and comprehensively address the public health issue using speaker notes and scholarly resources for support. Support for your speaker notes will come from scholarly resources, including the following: at least two scholarly resources for the background of the public health issue, at least two scholarly resources for response to the problem, and at least two scholarly resources for current directions to address the problem.

 

It should be a complete, polished artifact containing all of the critical elements of the final product.

 

I am attaching the topic and artifacts and critical elements for your 10 slide public health presentation.

General Guidance for Presentations Consider your presentation as consisting of two complementary elements: the narrative and the visual. Your speaker notes are the equivalent to the narrative, so write them clearly, succinctly, and with proper grammar and spelling, so they are easily understood by a general audience. (Note that you will not be speaking, just writing.) The visual element, the slides themselves, support the narrative. Visuals keep the eyes involved in the presentation while the presenter speaks. As such, they should not repeat the narrative. Graphics that support the narrative are best: charts, tables, timelines, illustrations, and photographs. Visuals should never be simply “window dressing,” like a group photograph of a meeting; they must specifically support the points being made in the narrative. Bullet points are acceptable in combination with or, if necessary, without graphics. If possible, keep each bullet point to a single line. Powerful quotes from your resources can sometimes drive home your point. Finally, do not be tempted to fill the entire visual space. Insufficient white space results in visual clutter, prompting your audience to spend too much effort figuring it out (distracting the audience from the speaker) or simply ignoring it. The following are recommended steps for each section:  Write your speaker notes first, using the worksheets from your milestone assignments.  Create the visual element.  Read the narrative to test for easy comprehension.  Add visual elements that support the speaker notes. Try to visualize what the notes are saying.

 

Develop a presentation (using PowerPoint, Prezi, etc.) that describes a public health issue and national goals set for that problem on Healthy People 2020. The presentation will give an overview of the distribution of the problem in the United States, factors associated with the problem, social determinants of the problem, and any health disparities. Your presentation must contain speaker notes that fully address the contents below. Support for your speaker notes will come from scholarly resources. Specifically, the following critical elements must be addressed: I. Background: Provide a clear background of your selected priority public health issue. Be sure you address the issue’s goal statements and relevant context for the issue in terms of the ecological model, citing scholarly support. II. Epidemiology A. Analyze the epidemiological patterns, causes, and effects of the health issue in the population. For example, how is the issue distributed in the population? B. Describe the social determinants associated with the issue. How do these determinants impact the health of those affected by the issue? C. Describe known disparities (i.e., socioeconomic, demographic, cultural, and geographic) associated with the health outcomes of your specific population with regard to the public health issue. III. Public Health Interventions: In this section, you will examine public health interventions published in the scholarly literature for how they addressed your selected public health issue. A. Analyze two published public health interventions used to address the issue, including the theoretical basis of each intervention. In other words, what were the strategies used to address this problem and what was the rationale for those actions, according to the scholarly resources? B. Explain how the selected interventions reflect primary, secondary, and/or tertiary intervention strategies for public health prevention. C. Explain how the interventions address social determinants of health and the disparities in healthcare associated with the issue. IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking. A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response? B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning. C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples. V. Current Directions: Based on your understanding of the health goals and interventions, identify gaps in the response and draw connections to the broader field of public health. A. Explain the overall effectiveness of the public health response to your issue, based on any gaps between its goals and the current information and strategies. In other words, given what you understood about the distribution of the public health issue and the strategies that have been undertaken to address it, what are the obstacles to this public health response meeting its goals? B. Discuss the unique perspective that public health theoretical  frameworks provide in addressing this issue. In other words, how is the public health approach different from the way other medical models might address this issue, and what advantages do public health frameworks have in terms of promoting positive health outcomes with regard to the issue? C. Reflect on the connections between the public health response to this issue and broader ethical questions of social justice, poverty, and systematic disadvantage. Specifically, how does the response help to improve conditions for people in their communities? Keep in mind ethical theories and principles studied in this course

 
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Blocks Of Teams

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Building an effective team is more than just choosing team members, you will to consider many factors.

Recall the dynamics of the organization:

Organization: Health Care Inc.

Employees: 15-20 thousand worldwide

Employee Occupations: Nurses, IT Specialist, Human Resources, Administration Staff, Management, Nursing Assistants (various levels & positions)

Goal of team: The business needs to expand to remain competitive in the worldwide marketplace. A team needs to be created to help the organization evaluate, justify, and propose ideas.

Business Module: Contract Nurses and Nursing Assistants to organizations worldwide.

For the first phase of your project, using your reading and other resources, create your plan for building your team by answering the following:

  • Using the five stages of the team building process, create specific examples work through the stage. For example, what tasks or rules would you establish? please review the attached documents these are the stages we are discussing
  • Decide team size, select team members, and justify section.
    • For example, which employee positions would you include (Nurses, HR, management, etc)
  • Construct a reward system that the team committed to the goals.
  • Develop a strategy to deal with team emotions.
  • From your knowledge of teambuilding so far, prioritize the top three items that will help your team be effective.
    • For example, creating strong team goals will help the team focus on the end results and enhance effectivenes
  • APA Format with intext citation, reference page
 
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Can Someone Do My Week 4 Discussion Plus Comments In Strategic Planning For Organizations?

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Measuring Emergent Strategies [WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 4, 5]

Before beginning the discussion, carefully read and review Chapters 7, 8, and 9 of the course text. Most strategies are deliberate in structure. They are intentional, vetted, and data supported prior to implementation. There are occasions that a change of plans might occur due to unexpected events requiring a change of action. This strategy is called emergent. Define and debate the origins and differences between a deliberate strategy and an emergent strategy. How might an emergent strategy help with future strategic planning processes?

Deliberate strategies are planned, data supported, implemented, and managed. Emergent strategies are often unexpected, reactionary, and untested. Part of the process for strategic development is the establishment of metrics to measure the progressive success of the strategic plan. Based on the metric options discussed in Chapter 8 of the text, what types of measurement would be appropriate and necessary to support the change when considering the deployment of an emergent strategy? What are the potential consequences for ignoring emergent strategies? Research and discuss an emergent strategy implemented by an organization and its success or failure.

 
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IFSM 201 Excel Project 3

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Excel Project 3 – MS Excel (Fall 2018)

Use the project description HERE to complete this activity. For a review of the complete rubric used in grading this exercise, click on the Assignments tab, then on the title Excel Project #3. Click on Show Rubrics if the rubric is not already displayed.

Summary

Create a Microsoft Excel file with four worksheets that provides extensive use of Excel capabilities for charting. The charts will be copied into a Microsoft PowerPoint file and the student will develop appropriate findings and recommendations based on analysis of the data.

A large rental car company has two metropolitan locations, one at the airport and another centrally located in downtown. It has been operating since 2015 and each location summarizes its car rental revenue quarterly. Both locations rent four classes of cars: economy, premium, hybrid, SUV. Rental revenue is maintained separately for the four classes of rental vehicles.

The data for this case resides in the file fall2018rentalcars.txt and can be downloaded by clicking on the Assignments tab, then on the data tile name. It is a text file (with the file type .txt).

Do not create your own data, you must use the data provided and only the data provided.

Default Formatting. All labels, text, and numbers will be Arial 10, There will be $ and comma and decimal point variations for numeric data, but Arial 10 will be the default font and font size.

Step Requirement Comments 1 Open Excel and save a blank workbook with the following name: a. “Student’s First InitialLast Name Excel Project 3” Example: JSmith Excel Project 3 b. Set Page Layout Orientation to Landscape Use Print Preview to review how the first worksheet would print. 2 Change the name of the worksheet to Analysis by. 3 In the Analysis by worksheet: a. Beginning in Row 1, enter the four labels in column A (one label per row) in the following order: Name:, Class/Section:, Project:, Date Due: b. Place a blank row between each label. Please note the colon : after each label. c. Align the labels to the right side in the cells It may be necessary to adjust the column width so the four labels are clearly visible within Column C (not extending into Column D). Format for text in column A: • Arial 10 point • Normal font • Right-align all four labels in the cells

Step Requirement Comments 4 In the Analysis by worksheet with all entries in column C: a. Enter the appropriate values for your Name, Class and Section, Project, Date Due across from the appropriate label in column A. b. Use the formatting in the Comments column (to the right). It may be necessary to adjust the column width so the four labels are clearly visible within Column C (not extending into Column D). Format for text in column C: • Arial 10 point • Bold • Left-align all four values in the cells 5 a. Create four new worksheets: Data, Slide 2, Slide 3, Filter Analysis. Upon completion, there must be the Analysis by worksheet as well as the four newly created worksheets. b. Delete any other worksheets. 6 After clicking on the blank cell A1 (to select it) in the Data worksheet: a. Import the text file fall2018rentalcars.txt into the Data worksheet. b. Adjust all column widths so there is no data or column header truncation. Though the intent is to import the text file into the Data worksheet, sometimes when text data is imported into a worksheet, a new worksheet is created. If this happens, delete the blank Data worksheet, and then rename the new worksheet which HAS the recently imported data as “Data.” It may be necessary to change Revenue data to Currency format (leading $ and thousands separators) with NO decimal points and to change NumCars data to Number format with NO decimal points, but with the comma (thousands separator) because of the import operation. This may or may not occur, but in case it does it needs to be corrected. Adjust all column widths so there is no data or column header truncation. Format for all data (field names, data text, and data numbers) • Arial 10 point. • Normal font The field names must be in the top row of the worksheet with the data directly under it in rows. This action may not be necessary as this is part of the Excel table creation process. The data must begin in Column A.. 7 In the Data worksheet: a. Create an Excel table with the recently imported data. b. Pick a style with the styles group to format the table (choose a style that shows banded rows, i.e., rows that alternate between 2 colors). c. The style must highlight the field names in the first row. These are your table headers. d. Ensure NO blank cells are part of the specified data range. e. Ensure that Header Row and Banded Rows are selected in the Table Style Options Group Box. Do NOT check the Total Row. Some adjustment may be necessary to column widths to ensure all field names and all data are readable (not truncated or obscured).

8 In the Data worksheet, a. Sort the entire table by Year (Ascending).

Step Requirement Comments b. Delete rows that contain 2016 data as well as 2017 data. Erasing or deleting only the data DOES NOT remove the rows from the Excel table. The resulting table must consist of Row 1 labels followed by 32 rows of 2015 data, with NO empty cells or rows within the table. 9 In the Data worksheet: a. Select the entire table (data and headers) using a mouse. b. Copy the table to the Slide 2, Slide 3, and Filter Analysis worksheets. For the Filter Analysis worksheet use Paste | Values so that the values are copied by the formatting of the Excel table are not copied. c. The upper left-hand corner of the header/data must be in cell A1 on Slide 2 and Slide 3 d. Format specifications from Data worksheet are required for these three worksheets. Adjust columns widths if necessary to ensure all data and field names are readable. 10 In the Slide 2 worksheet, based solely on the 2015 data: a. Create a Pivot Table that displays the total number of car rentals for each car class and the total number of car rentals for each of the four quarters of 2015. A grand total for the total number of rentals (NumCar) must also be displayed. The column labels must be the four quarters and the row labels must be the four car classes. b. Place the pivot table two rows below the data beginning at the left border of column A. Ensure that the formatting is as listed in the Comments column. c. Create a Pivot Table that displays the total number of car rentals for each location and the total number of car rentals for each of the four quarters of 2015. A grand total for the total number of rentals must also be displayed. The column labels must be the four quarters and the row labels must be the two locations. Place this pivot table two rows below the pivot table (step 10 a) beginning at the left border of column A. Ensure that the formatting is as listed in the Comments column. After the both pivot tables are created and appropriately formatted, adjust the column widths as necessary to preclude data and title and label truncation. Some of the columns will appear disproportionally large in the Excel table to preclude data and title truncation in the two pivot tables. Format (for both pivot tables): • Number format with comma separators (for thousands) • No decimal places • Arial 10 point • Normal • Right-align the Q1 through Q4 as well as Grand Total labels in both pivot tables 11 In the Slide 2 worksheet, based solely on the 2015 data: a. Using the pivot table created in Step 10 a, create a bar or column chart that displays the number of car rentals by car class for the four 2015 quarters. Both car types and quarters must be clearly visible. The charts must allow a viewer to determine approximate number or car rental by car class (first chart) and number of car

Step Requirement Comments b. Add a title that reflects the information presented by the chart. c. Position the top of the chart in row 1 and two or three columns to the right of the data table. Use this same type of bar or column chart for the remaining three charts to be created. d. Using the pivot table created in 10 c, create a bar or column chart that displays the number of car rentals by location for the four 2015 quarters. Both locations and quarters must be clearly visible. e. Add a title that reflects the information presented by the chart. f. Left-align this chart with the left side of the first chart and below it. The same type of bar or column chart must be used throughout this project. rentals by location (second chart) The top chart must have no more than sixteen bars or columns. The bottom chart must have no more than eight bars or columns. ALL FOUR (Slide 2 as well as Slide 3) charts must have the same “format.” 12 In the Slide 3 worksheet, based solely on the 2015 data: a. Create a Pivot Table that displays the total revenue for each car class and the total revenue for each of the four quarters of 2015. A grand total for the total revenue must also be displayed. The column labels must be the four quarters and the row labels must be the four car classes. b. Place the pivot table two rows below the data beginning at the left border of column A. c. Create a Pivot Table that must displays the total revenue for each location and the total revenue for each of the four quarters of 2015. A grant total for the total revenue must also be displayed. The column labels must be the four quarters and the row labels must be the two locations.. d. Place this pivot table two rows below the pivot (step 12a) table beginning at the left border of column A. After the both pivot tables are created and appropriately formatted, adjust the column widths as necessary to preclude data and title and label truncation. Some of the columns will appear disproportionally large in the Excel table to preclude data and title truncation in the two pivot tables. Format (for both pivot tables): • Currency ($) with comma separators (for thousands) • No decimal places • Arial 10 point Normal ● Right-align the Q1 through Q4 and Grand Total labels in both pivot tables 13 In the Slide 3 worksheet, based solely on the 2015 data: a. Using the pivot table created in Step 12 a, create a bar or column chart that displays the revenue from car rentals by car class for the four 2015 quarters. Ensure both car types and quarters are clearly visible. b. Add a title that reflects the information presented by the chart. c. Position the top of the chart in row 1 and two or three columns to the right of the data table. The same type of bar chart must be used throughout this project. The charts must allow a viewer to determine approximate number or car rental by car class (first chart) and number of car rentals by location (second chart) The top chart must have no more than sixteen bars or columns. The

Step Requirement Comments d. Using the pivot table created in Step 12 c, create a bar or column chart that displays the revenue from car rentals by location for the four 2015 quarters. Ensure both locations and quarters are clearly visible. e. Add a title that reflects the information presented by the chart. f. Left-align this chart with the left side of the first chart and below it. The same type of bar chart must be used throughout this project. bottom chart must have no more than eight bars or columns. ALL FOUR (Slide 2 as well as Slide 3) charts must have the same “format.”

14

In the Filter Analysis worksheet, highlight the entire non-Excel table to include the row of titles and all 32 rows of 2015 rental car data. Click Data at the top of the worksheet. Turn on filtering for all 33 rows.

15

In the Filter Analysis worksheet:

a. Select Hybrid ONLY and Quarter 1 ONLY in their respective columns.

b. Two rows below the last line of data, in the revenue and number of cars columns, calculate the sum of that column using a function using a SUM function.

c. Format the two values to match the data above in the particular column.

The two values should match the values from the previously created pivot tables.

16

a. Open a new, blank Power Point presentation file.

b. Save the Presentation using the following name: “Student’s First Initial Last Name Presentation”

Example: JSmith Presentation

17

Slides are NOT Microsoft Word documents viewed horizontally. Be brief. Full sentences are not needed. Blank space in a slide enhances the viewer experience and contributes to readability.

Slide 1:

a. Select an appropriate Design to maintain a consistent look and feel for all slides in the presentation. Blank slides with text are not acceptable.

b. This is your Title Slide.

c. Select an appropriate title and subtitle layout that clearly conveys the purpose of your presentation.

d. Name, Class/Section, and Date Due must be displayed.

No speaker notes required.

Remember, the title on your slide must convey what the presentation is about. Your Name, Class/Section, and Date Due can be used in the subtitle area.

18

Slide 2:

a. Title this slide “Number of Cars Rented in 2015”

b. Add two charts created in the Slide 2 worksheet of the Excel file

c. The charts must be the same type and equal size and be symmetrically placed on the slide. Ensure that there are no grammar or spelling errors on your chart and in your speaker notes.

Step Requirement Comments

d. A bullet or two of explanation of the charts may be included, but is not required if charts are self-explanatory.

e. Use the speaker notes feature to help you discuss the bullet points and the charts (four complete sentences minimum).

19

Slide 3:

a. Title this slide “Car Rental Revenue in 2015”

b. Add two charts, created in the Slide 3 worksheet of the Excel file.

c. The charts must be the same type and equal size and be symmetrically placed on the slide.

d. A bullet or two explanation of the charts may be included, but is not required if charts are self-explanatory.

e. Use the speaker notes feature to help you discuss the bullet points and the charts (four complete sentences minimum).

Ensure that there are no grammar or spelling errors on your chart and in your speaker notes.

20

Slide 4:

a. Title this slide “And in Conclusion…..”

b. Write and add two major bullets, one for findings and one for recommendations.

c. There must be a minimum of one finding based on slide 2 and one finding based on slide 3. Findings are facts that can be deduced by analyzing the charts. What happened? Trends? Observations?

d. There must be a minimum of one recommendation based on slide 2 and one recommendation based on slide 3. Recommendations are strategies or suggestions to improve or enhance the business based on the findings above.

e. Use the speaker notes feature to help you discuss the findings and recommendations (four complete sentences minimum).

Ensure that there are no grammar or spelling errors on your chart and in your speaker notes.

21

Add a relevant graphic that enhances the recommendations and conclusions on slide 4. If a photo is used, be sure to cite the source. The source citation must be no larger than Font size of 6, so it does not distract from the content of the slide.

22

Create a footer using “Courtesy of Your Name” so that is shows on all slides including the Title Slide. The text in this footer must be on the left side of the slides IF the theme selected allows. Otherwise let the theme determine the position of this text.

Replace the words “Your Name” with your actual name.

23

Create a footer for automated Slide Numbers that appears on all slides except the Title Slide. The page number must be on the right side of the slides IF the theme selected allows. Otherwise let the theme determine the position of the page number.

Ensure that your name does appear on every slide, but the page numbers start on slide #2. This will involve slightly different steps to accomplish both.

Depending upon the theme you have chosen, the page number or your name may not appear in the lower portion of the slide. That is ok, as long as both appear somewhere on the slides.

Step Requirement Comments

24

Apply a transition scheme to all slides.

One transition scheme may be used OR different schemes for different slides

25

Apply an animation on at least one slide. The animation may be applied to text or a graphic.

TOTAL

Be sure you submit BOTH the Excel file and the PowerPoint file in the appropriate Assignment folder (Excel Project #3).

 
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I Need A Final Paper Written For My Wk 10 Class For MBA In Business

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JWI 510: Leadership in the 21st Century

Assignment 2: Part B

 

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWI 510 – Assignment 2B (1202) Page 1 of 5

 

Part B: Going Beyond the Case

25% of Course Grade (Due: Sunday, midnight of week 10)

 

Instructions

 

As you know, a core principle at JWMI is “learn it today; apply it tomorrow.” This assignment is a continuation

of the work you did in Part A, but the questions challenge you to go beyond simply analyzing what Satya

Nadella did at Microsoft. It is time to consider how you can apply the leadership principles presented in the

case to your own career. To prepare for Part B of this assignment, reread the entire case and review the

feedback you received from your professor on Part A.

 

Write a 6-7 page paper that draws links between the case and your own leadership journey. Of the six topic

areas below, select four (4) you would like to focus on.

 

1. Learning from Nadella’s Example

2. Building a High Performing Culture

3. Channeling Conflict

4. Effective Communication

5. Fostering Diversity and Learning

6. Building a Learning Organization

 

Make sure you consider each question in your response. Remember, a good response paper is one in which

you: (a) show you understand what happened in the case, (b) apply tools and citations from course materials,

and (c) offer insights into how you can apply the case and course materials to your own leadership journey.

 

1. Learning from Nadella’s Example

a. What characteristics does Nadella display that most closely align to traits you have, or aspire

to develop, in your own leadership style? How are you most different from him in your

leadership style?

b. What did he bring in terms of his own background (professional and personal) that helped

him to be successful in stepping into the CEO role?

c. What makes Nadella an “authentic leader”? What actions did Nadella take that demonstrate

he believes in role-model management?

d. Why is it important for leaders to take (appropriate) risks?

 

2. Building a High Performing Culture in Your Organization

a. In what ways is the culture in your current or former organization similar to what Nadella

faced when he took over Microsoft?

b. If you wanted to change or realign this culture, where would you begin?

c. What would be your biggest challenges? Why?

d. What steps can you take to build a learning culture?

 

 

 

 

JWI 510: Leadership in the 21st Century

Assignment 2: Part B

 

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWI 510 – Assignment 2B (1202) Page 2 of 5

3. Channeling Conflict

a. In what ways did Nadella embrace conflict in his role as leader?

b. What are some of the biggest potential areas of conflict within your own organization?

c. How well do you and your organization handle conflict now? Explain.

d. How do you determine which conflicts to embrace and which conflicts to avoid, and once you

make that decision, what can you do to encourage a positive resolution to the conflict?

 

4. Effective Communication

a. What were the biggest communicative barriers that Nadella faced in creating “one Microsoft”?

b. Are these barriers unique to large corporations, or do all organizations face them?

c. Do they occur in your own organization? Explain.

d. What tools and communication practices would be most useful to you in building teams that

embrace a common vision?

 

5. Fostering Diversity and Learning

a. How did Nadella seek to enhance diversity at Microsoft?

b. Why is diversity – in terms of culture, experience, background, and viewpoint – so important for

an organization?

c. What are some risks or obstacles to instilling more diversity?

d. What steps can you take to make your organization stronger by bringing in more diversity?

 

6. Building a Learning Organization

a. What did Nadella do to transform his team from “know-it-alls” to “learn-it-alls”?

b. On the “knowledge-learning” spectrum, where does your organization fit?

c. Jack has said that to be an effective leader, you have to be confident enough to ask a lot of

questions and not be afraid of looking like the dumbest person in the room.

i. How can you promote a hunger for learning in your team?

ii. How can you support team members who may be too afraid to ask questions or

challenge the status quo?

d. As an MBA student, especially if you have been out of school for a long time, what does a

“learn-it-all” mindset mean to you? What will you do to embrace it?

 

 

 

 

 

 

 

JWI 510: Leadership in the 21st Century

Assignment 2: Part B

 

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWI 510 – Assignment 2B (1202) Page 3 of 5

 

Professional Formatting Requirements:

 

 Typed, double spaced professional font (size 10-12), includes headings and subheadings, with

one-inch margins on all sides. See the Sample Professional Paper under Course Documents for

an example.

 References must be included and provide accurate information that enables the reader to locate

the original source. Application and analysis of course materials and resources is expected.

Additional research is welcome.

 Include a cover page containing the title of the assignment, your name, the professor’s name, the

course title, and the date.

 The paper’s length is 6-7 pages, excluding your Cover page and Reference list.

 Before submitting your paper, use Grammarly to check for punctuation and usage errors, and

make the required corrections.

 

 

 

 

JWI 510: Leadership in the 21st Century

Assignment 2: Part B

 

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWI 510 – Assignment 2B (1202) Page 4 of 5

Rubric Assignment 2: Part B

Weight: 25% Assignment 2 – Part B: Going Beyond the Case

Criteria Unsatisfactory Low Pass Pass High Pass Honors

1.

Engages with the case, as well as other course materials.

 

Weight: 25%

Does not make any reference to the case or course materials.

It lacks any link to the course.

 

Vaguely alludes to the case or course materials.

It does not contain much detail about any resources used.

Satisfactorily refers to the case and/or course materials.

It is somewhat logical, clear, and concise.

Refers in detail to the case and other course materials; demonstrates a clear understanding of the materials.

It is mostly logical, clear, and concise.

Exemplarily refers to the case and other materials; draws comprehensive and detailed insights that expand upon the materials.

It is highly logical, clear, and concise.

2.

Provides detailed answers to prompts in four unique topic areas.

 

Weight: 20%

 

Does not respond or responds to two or fewer unique topic areas; ignores all of the stated prompts.

Partially responds to three or fewer unique topic areas; not all of the stated prompts are answered.

Satisfactorily responds to four unique topic areas and provides good, but basic answers to all of the stated prompts.

 

Responds to four unique topic areas and answers all of the stated prompts; answers are kept distinct and detailed.

Offers comprehensive and detailed answers to all prompts in four unique topic areas; demonstrates a thorough understanding of the chosen topics.

3. Draws lessons and insights from the materials to the student’s personal leadership journey.

 

Weight: 35%

Does not or unsatisfactorily makes reference to the student’s leadership journey; does not talk about the student at all, and does not demonstrate an ability to apply the materials.

Partially refers to the student’s leadership journey, but does not go into significant detail.

Very few links are made back to the reading materials.

Satisfactorily refers to the student’s leadership journey with some detail.

References are made to the reading materials, but clear links may be missing.

Offers a strong explanation of the student’s leadership journey, as well as how to apply lessons from the reading materials.

Links are extremely clear and strong.

Provides an extremely comprehensive analysis of lessons from the materials and how to apply them to the student’s leadership journey.

Links to readings and other resources are insightful, impactful, and manifold.

 

 

 

 

 

JWI 510: Leadership in the 21st Century

Assignment 2: Part B

 

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWI 510 – Assignment 2B (1202) Page 5 of 5

 

Weight: 25% Assignment 2 – Part B: Going Beyond the Case

Criteria Unsatisfactory Low Pass Pass High Pass Honors

4. The paper is professionally formatted and includes in-text citations, references, and is free from grammar and spelling errors.

 

Weight: 20%

The paper is unsatisfactorily formatted.

It may not include a cover page and headings, or lacks professional choices in formatting, font, and spacing.

Sources are not consistently cited in text, and accurate references are not included.

There are mechanics and/or usage errors.

The paper is partially satisfactorily formatted.

It may not include a cover page and headings, or lacks professional choices in formatting, font, and spacing.

Sources are not consistently cited in text, and accurate references may not be included.

There are some mechanics or usage errors.

The paper is satisfactorily formatted.

It includes a cover page and headings, but may lack professional choices in formatting, font, and spacing.

Sources may not be consistently cited in text, and accurate references may not be included.

There may be some minor mechanics or usage errors.

The paper is professionally formatted.

It includes a cover page, headings, professional formatting, font, and spacing.

All sources are consistently cited in text, and accurate references are included.

There are no mechanics or usage errors.

The paper is exceptionally formatted. It is highly professional in look and easy to quickly locate information.

It includes a cover page, headings, professional formatting, font, and spacing.

All sources are consistently cited in text, and accurate references are included.

There are no mechan ics or usage errors.

 
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W3A1

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Leadership Development – Consolidated Products

Before beginning this assignment:

· Read the weekly assigned chapters and view the PowerPoint presentations.

· Read the case study titled “Consolidated Product,” located at the end of Chapter 2 of The Leadership Experience.

Consolidated Products is a medium-sized manufacturer of consumer products with nonunionized production workers. Ben Samuels was a plant manager for Consolidated Products for 10 years, and he was very well liked by the employees there. They were grateful for the fitness center he built for employees, and they enjoyed the social activities sponsored by the plant several times a year, including company picnics and holiday parties. He knew most of the workers by name, and he spent part of each day walking around the plant to visit with them and ask about their families or hobbies. Ben believed that it was important to treat employees properly so they would have a sense of loyalty to the company. He tried to avoid any layoffs when production demand was slack, figuring that the company could not afford to lose skilled workers that are so difficult to replace. The workers knew that if they had a special problem, Ben would try to help them. For example, when someone was injured but wanted to continue working, Ben found another job in the plant that the person could do despite having a disability. Ben believed that if you treat people right, they would do a good job for you without close supervision or prodding. Ben applied the same principle to his supervisors, and he mostly left them alone to run their departments as they saw fit. He did not set objectives and standards for the plant, and he never asked the supervisors to develop plans for improving productivity and product quality. Under Ben, the plant had the lowest turnover among the company’s five plants, but the second worst record for costs and production levels. When the company was acquired by another firm, Ben was asked to take early retirement, and Phil Jones was brought in to replace him. Phil had a growing reputation as a manager who could get things done, and he quickly began making changes. Costs were cut by trimming a number of activities such as the fitness center at the plant, company picnics and parties, and the human relations training programs for supervisors. Phil believed that human relations training was a waste of time; if employees don’t want to do the work, get rid of them and find somebody else who does. Supervisors were instructed to establish high performance standards for their departments and insist that people achieve them. A computer monitoring system was introduced so that the output of each worker could be checked closely against the standards. Phil told his supervisors to give any worker who had substandard performance one warning, and then if performance did not improve within two weeks to fire the person. Phil believed that workers don’t respect a supervisor who is weak and passive. When Phil observed a worker wasting time or making a mistake, he would reprimand the person right on the spot to set an example. Phil also checked closely on the performance of his supervisors. Demanding objectives were set for each department, and weekly meetings were held with each supervisor to review department performance. Finally, Phil insisted that supervisors check with him first before taking any significant actions that deviated from established plans and policies. As another cost-cutting move, Phil reduced the frequency of equipment maintenance, which required machines to be idled when they could be productive. Since the machines had a good record of reliable operation, Phil believed that the current maintenance schedule was excessive and was cutting into production. Finally, when business was slow for one of the product lines, Phil laid off workers rather than finding something else for them to do. By the end of Phil’s first year as plant manager, production costs were reduced by 20 percent and production output was up by 10 percent. However, three of his seven supervisors left to take other jobs, and turnover was also high among the machine operators. Some of the turnover was due to workers who were fired, but competent machine operators were also quitting, and it was becoming increasingly difficult to find any replacements for them. Finally, there was increasing talk of unionizing among the workers.

Write a 6–8 page paper in which you:

1. Describe the leadership style that Ben Samuels exhibited as the plant manager for Consolidated Products. Provide three examples of his leadership actions and behavior. Discuss the pros and cons in each example you describe to support the response.

2. Analyze the leadership style that Phil Jones exhibited as he took over to replace Ben. Provide three examples of his leadership actions and behavior, assessing the pros and cons in each example you describe to support the response.

3. Compare and contrast the leadership styles of Ben and Phil. Provide three examples of the similarities and differences between these leaders and discuss how each leader might address contemporary leadership issues and challenges in Israel today.

4. Discuss what you would do now with Phil, based on his performance. Discuss the pros and cons of your decision.

5. Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.

The specific course learning outcome associated with this assignment is:

· Determine the most appropriate leadership style in a project environment to manage the project effectively.

 
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Leadership Development Program

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· Case Study Assignment

Read the Harvard Business Review Case Study: Leadership Development Perk or Priority? by Idalene F. Kesner. Prepare a proposal for Barton to present to Palmer for a customized leadership development program that includes coaching. In your proposal, make sure to discuss:

1. The financial value of great leaders to the company. In particular, what are the outcomes that can be expected if they develop “great” leaders as that term is used by Zenger & Folkman in The Extraordinary Leader.  Include references to quantitative data here.

2. The group of employees, based on their career stage, as that term is used by Dalton & Thomson, that should be the focus of the program.

3. The design of the program.  How will you determine who should participate in the developmental programs? What do you advocate for skill development for the participants? How will you measure skill development?

4. Explain the role that coaching will play in the development program. How will you use coaching? What, if any, leadership development will be aimed at developing the ability of participants to act as coaches?

Your proposal should be no more than 5 pages, double-spaced, and with a font no smaller than 12 pt.

 

Something to consider:

What are the undisputed facts?

a) Actions affecting Barton’s interests?

b) About Palmer & Stockton’s interests?

c) About Barton’s interests?

How should Barton “make her case” for executive education?

Make her case: advocate for what she wants

 
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Strengths, Needs, And Cultural Assessment And Treatment Plan ( No Wor Count)

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Often in Human Services, it is helpful to obtain background information on your clients. This is often done via a psychosocial assessment. However, there are various approaches in obtaining this information.

One common approach when working with families is referred to as the Strengths, Needs, and Cultural Assessment. This is a great way to find out information about the individual, and his or her family and their culture in an individualized and strengths-based way.

Refer to the “Guidelines for Strengths, Needs, and Culture Discovery.” You may also search online for other government agencies’ assessments. A good example is Butler County Strengths, Needs, Cultural Discovery Domain Interview through Ohio state government (www.fcf.ohio.gov).

Imagine your supervisor has asked you to perform a strengths, needs, and cultural assessment to gauge your abilities to conduct this type of information gathering. Your supervisor has given you the option of completing a strengths, needs and cultural assessment on a family member or friend. Your supervisor has emphasized that you change the name of the individual you use as the basis of the assessment to protect their privacy.

Use the Adapted Counseling Strengths, Needs, and Cultural Assessment to record the results of your assessment.  Be sure to address your areas of strength and needs.

Use the results of the assessment to develop a treatment plan to address your needs.

complete the  attached “Counseling Strengths, Needs, and Cultural Assessment Worksheet”

 
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