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HCM 502 SEU Healthcare Work Teams Reasons for Underperformance Presentation
Module 04: Critical Thinking AssignmentWork Teams (100 Points)Imagine that you have been charged with transforming the per ...
HCM 502 SEU Healthcare Work Teams Reasons for Underperformance Presentation
Module 04: Critical Thinking AssignmentWork Teams (100 Points)Imagine that you have been charged with transforming the performance of a team at your workplace. Specifically, it is under-performing and your supervisor wants the team to be high-performing within 6 months. Based on the information in Chapter 18 of Organizational Behavior in Health Care and your own research develop a presentation for your supervisor that addresses the following:Discuss reasons that healthcare teams under-perform.Outline best practices for team performance.Discuss the various organizational barriers that exist in your organization that affect team effectiveness.Describe motivational strategies that address team level performance.Present your team performance improvement plan making sure to include specific time-bound goals.Provide examples from the organization and from current research to support your comments and ideas.Your presentation should meet the following structural requirements:Organized, using professional themes and transitions.It should consist of nine slides, not including the title and reference slides.Each slide must provide detailed speakers notes, with a minimum of 100 words per slide. Notes must draw from and cite relevant reference materials.Provide support for your statements with in-text citations from a minimum of five scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but the others must be external. The Saudi Digital Library is a good place to find these references.Follow APA and Saudi Electronic University writing standards. http://csuglobal.libguides.com/seuapastyleplagiarism no more 25%See a simple example in link below:PPT Example.pptx
UMGC Distracted Driving One Call Can Change Everything Video Discussion
AssignmentThere are several steps to your assignment this week. STEP 1: Watch "Distracted Driving: One Call Can Change Eve ...
UMGC Distracted Driving One Call Can Change Everything Video Discussion
AssignmentThere are several steps to your assignment this week. STEP 1: Watch "Distracted Driving: One Call Can Change Everything" video.Transcript for Distracted Driving: One Call Can Change Everything VideoOne goal of psychology is to conduct controlled experiments that let us understand the effects of something on an outcome. The research showing that distracted driving is a cognitive issue – not a motor issue – is important. If distracted driving were a matter of not being able to physically control the wheel while holding an object, then hands-free devices would solve the problem. But there is a cognitive issue involved--an important perceptual process known as "selective attention". This is the ability to focus on some sensory inputs while tuning out others. Of course, the part we tune out while momentarily looking at our cell phone or talking on our cell phone--is our driving. This is why talking while driving is a problem, even if you’re not holding a phone. Our attention is divided. We know this because of experimental data. This is one way that psychological research helps society.STEP 2: Review the Research Summary.Research on Distracted DrivingIn a 2008 study published in the Journal of Experimental Psychology: Applied, researchers Drews, Pasupathi, and Strayer examined the effects of talking on a cell phone while driving. Pairs of friends signed up for the experiment. Within each pair, one person was randomly assigned the role of "driver" and the other the role of "conversation partner."Participants assigned the role of "driver" were placed in a driving simulator. The simulator was designed to replicate the inside of an actual car. However, instead of regular windows and a windshield, high-fidelity graphics presented a simulated highway, including multiple lanes, overpasses, and on-and off-ramps. The graphics included other cars on the highway that could change speed or lanes, or try to pass other cars, thus requiring the driver to attend not only to the roadway but also the surrounding traffic. The driver’s task was to safely navigate to a rest area, where the driver should exit the highway. The rest area was located about 8 miles from the start of the drive, requiring about 10 minutes of driving time.The driver completed the navigation task while simultaneously holding a conversation with the conversation partner. The conversation was about a close-call story that had not been previously shared. For example, a friend might share a close-call story about almost being caught cheating on an exam, or almost being hit by a car while on a bicycle. The conversation partner knew the driver also had a task of exiting the highway when arriving at a rest area.By random assignment, half of the pairs held the conversation in-person, with the conversation partner seated as a passenger in the car ("passenger" condition). The other half of participants held the conversation via cell phone, with the conversation partner in a different location from the driver. In addition, all drivers also completed the driving task while not holding a conversation to provide a baseline measure of performance on the task. Order of the two tasks (while holding a conversation or while only driving) was counterbalanced across participants. During the driving task, a number of measures were collected to assess driving performance.The figure below presents the main findings from the study.Figure 1.1 Percent of participants in each group successfully completing navigation task (exiting at the correct location) while conversing.Data adapted from: Drews, F.A., Pasupathi, M., & Strayer, D.L. (2008). Passenger and cell phone conversations in simulated driving. Journal of Experimental Psychology: Applied, 14, 392-400. doi: 10.1037/a0013119STEP 3: In your discussion post this week, first answer the following questions based on the study described in Step 2:Based on the Research Summary on Distracted Driving:What was the research question that guided the work by Drews, et al.? What was their hypothesis (specific prediction)? The Independent Variables (IV) is/are:The Dependent Variable (DV) is/are:Were the participants randomly assigned to conditions? What is the purpose of random assignment?What kind of research design did this study use, i.e., descriptive, correlational, or experimental? Explain your answer. What can you conclude from looking at Figure 1.1?Based on the Research Summary on Distracted Driving, develop your own research question and hypothesis that is related to the topic. This should be something that researchers could study next to learn more about the topic of Distracted Driving. Tips: The research question identifies what the study will focus on and guides the research process. The hypothesis is based on the research question. It is a statement that makes a prediction about the relationship among the variables in the study (you can use If-Then statements).STEP 4: In a 200-400 word essay, how would you use the data from the Drews et al. study to address the issue of Distracted Driving (feel free to be creative, you can create a plan or campaign)? Use APA-style citations in your response. Here is a library tutorial that shows you how: https://sites.umgc.edu/library/libhow/apa_tutorial.cfmSTEP 5: At the end of your summary, post an open-ended discussion question, one that cannot be answered with a simple "yes" or "no", about what you learned this week and solicit feedback from your classmates.For example, "How would you conduct an experiment on…? Why do you think this may or may not work? What other issues might you address?"
11 pages
Final Project
The study topic entails examining the level of class anxiety at different times based on an assessment undertaken by sever ...
Final Project
The study topic entails examining the level of class anxiety at different times based on an assessment undertaken by several respondents to help make ...
Reflective Journal
Day 1: Attributions Based on One's Name - Do we form impressions of people based on their names? Provide a few examples. D ...
Reflective Journal
Day 1: Attributions Based on One's Name - Do we form impressions of people based on their names? Provide a few examples. Does one's name imply a certain set of attributes that they must possess?Day 2: Reflect on the fact that people often make judgments about us based on our external appearance. In fact, many studies have shown that people are hired or paid based on one's perception of their looks. As a result, in our youth-oriented culture, do you feel that it is appropriate or acceptable for one to utilize plastic surgery as self-enhancement tool to look younger or alter their facial or body features to fit those that are considered beautiful to society as a whole?Day 3, 4 and 5: After the terrorist attacks at the World Trade Center and the Pentagon on September 11, 2001, many people were left wondering "Why did this happen". Explain the rationale for the events of September 11th based on the following social psychological theories:Day 3 - (1) Fundamental Attribution Error: This occurs when we overestimate how much another person's behavior can be explained by dispositional factors. It reflects failing to adequately consider the role of some situational factors that may affect a person's behavior. As an example, let's say you are in class and observe a student in the class that has been very quiet during the entire term. This classmate does not even talk during the class discussions. You conclude that the student is a very quiet and shy person. But, it is possible that you may wrongly assume that this quiet behavior reflects his or her personality, and you may fail to adequately consider some situational factors that could explain your classmate's behavior. What if they're bored? Or, just doesn't feel like talking?Day 4 - (2) Actor-Observer Effect: This is an effect in which people view their own actions as caused by the situational context, while others’ actions are seen as caused by personality or stable dispositions. Simply put, we judge others based on what we see, but ourselves based on what we think and feel. As an example, consider your reaction to a date who is late to a movie. We immediately think that this lateness is, undoubtedly, caused by the individual. We may even think that this person is rude and inconsiderate. But, what happens if you, yourself are late to a movie? You wouldn't call yourself rude and inconsiderate. You would be more than likely to attribute it to situational factors like getting stuck in traffic or being unable to find parking, etc. Day 5 - (3) Situational Attribution: This occurs when we infer that a behavior or event is caused by some factor relative to the situation, not the individual involved. In the case of our quiet student in the example above, if he or she is quiet on the first day of class we may infer that the lecture on the first day was boring, and that's why the student is quiet...having absolutely nothing to do with the student specifically.
HIST 260 Sinclair Community College American Southwestern Societies Questions
This what the teacher asked.Do not use a formatting style such as MLA or Chicago, just write the paper with no internal ci ...
HIST 260 Sinclair Community College American Southwestern Societies Questions
This what the teacher asked.Do not use a formatting style such as MLA or Chicago, just write the paper with no internal citations. You must write on all 3 below.Paragraphs must not be longer than six sentences.In this paper you will become a time-traveling cultural interpreter. You will travel back in time to meet with representatives from Spain, Holland, and France. You must show you understand why the Spanish, Dutch, and French are in the Americas as well as their goals.As you meet with each group you will need to explain why it is wrong to view America's Native peoples as primitive and lacking sophistication. You must use details from the textbook and the lecture materials.1. In at least 300 words, go back in time as a cultural interpreter to meet with Christopher Columbus. During your meeting use your description of the American Southwestern societies to explain to Columbus why Native American societies were not primitive.Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)2. In at least 300 words, go back in time as a cultural interpreter to meet with the leader of the first French expedition down the St. Lawrence River. During your meeting use your description of the Northern eastern societies to explain to the French leader why Native American societies were not primitive.Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)3. In at least 300 words, go back in time as a cultural interpreter to meet with the leader of the first Dutch explorers in the Americas. During the meeting use your description of Cahokian/Mississippian societies to explain why to the Dutch leader Native American societies were not primitive. Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)Please do not use quotes or outside sources.
4 pages
ENG225 Ashford Weel 4 Introduction to Film Screwball Comedy Quiz
What is a term for cheap, quick westerns that were churned out in large The answer can be found in Chapter 8 of Introducti ...
ENG225 Ashford Weel 4 Introduction to Film Screwball Comedy Quiz
What is a term for cheap, quick westerns that were churned out in large The answer can be found in Chapter 8 of Introduction to Film.
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HCM 502 SEU Healthcare Work Teams Reasons for Underperformance Presentation
Module 04: Critical Thinking AssignmentWork Teams (100 Points)Imagine that you have been charged with transforming the per ...
HCM 502 SEU Healthcare Work Teams Reasons for Underperformance Presentation
Module 04: Critical Thinking AssignmentWork Teams (100 Points)Imagine that you have been charged with transforming the performance of a team at your workplace. Specifically, it is under-performing and your supervisor wants the team to be high-performing within 6 months. Based on the information in Chapter 18 of Organizational Behavior in Health Care and your own research develop a presentation for your supervisor that addresses the following:Discuss reasons that healthcare teams under-perform.Outline best practices for team performance.Discuss the various organizational barriers that exist in your organization that affect team effectiveness.Describe motivational strategies that address team level performance.Present your team performance improvement plan making sure to include specific time-bound goals.Provide examples from the organization and from current research to support your comments and ideas.Your presentation should meet the following structural requirements:Organized, using professional themes and transitions.It should consist of nine slides, not including the title and reference slides.Each slide must provide detailed speakers notes, with a minimum of 100 words per slide. Notes must draw from and cite relevant reference materials.Provide support for your statements with in-text citations from a minimum of five scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but the others must be external. The Saudi Digital Library is a good place to find these references.Follow APA and Saudi Electronic University writing standards. http://csuglobal.libguides.com/seuapastyleplagiarism no more 25%See a simple example in link below:PPT Example.pptx
UMGC Distracted Driving One Call Can Change Everything Video Discussion
AssignmentThere are several steps to your assignment this week. STEP 1: Watch "Distracted Driving: One Call Can Change Eve ...
UMGC Distracted Driving One Call Can Change Everything Video Discussion
AssignmentThere are several steps to your assignment this week. STEP 1: Watch "Distracted Driving: One Call Can Change Everything" video.Transcript for Distracted Driving: One Call Can Change Everything VideoOne goal of psychology is to conduct controlled experiments that let us understand the effects of something on an outcome. The research showing that distracted driving is a cognitive issue – not a motor issue – is important. If distracted driving were a matter of not being able to physically control the wheel while holding an object, then hands-free devices would solve the problem. But there is a cognitive issue involved--an important perceptual process known as "selective attention". This is the ability to focus on some sensory inputs while tuning out others. Of course, the part we tune out while momentarily looking at our cell phone or talking on our cell phone--is our driving. This is why talking while driving is a problem, even if you’re not holding a phone. Our attention is divided. We know this because of experimental data. This is one way that psychological research helps society.STEP 2: Review the Research Summary.Research on Distracted DrivingIn a 2008 study published in the Journal of Experimental Psychology: Applied, researchers Drews, Pasupathi, and Strayer examined the effects of talking on a cell phone while driving. Pairs of friends signed up for the experiment. Within each pair, one person was randomly assigned the role of "driver" and the other the role of "conversation partner."Participants assigned the role of "driver" were placed in a driving simulator. The simulator was designed to replicate the inside of an actual car. However, instead of regular windows and a windshield, high-fidelity graphics presented a simulated highway, including multiple lanes, overpasses, and on-and off-ramps. The graphics included other cars on the highway that could change speed or lanes, or try to pass other cars, thus requiring the driver to attend not only to the roadway but also the surrounding traffic. The driver’s task was to safely navigate to a rest area, where the driver should exit the highway. The rest area was located about 8 miles from the start of the drive, requiring about 10 minutes of driving time.The driver completed the navigation task while simultaneously holding a conversation with the conversation partner. The conversation was about a close-call story that had not been previously shared. For example, a friend might share a close-call story about almost being caught cheating on an exam, or almost being hit by a car while on a bicycle. The conversation partner knew the driver also had a task of exiting the highway when arriving at a rest area.By random assignment, half of the pairs held the conversation in-person, with the conversation partner seated as a passenger in the car ("passenger" condition). The other half of participants held the conversation via cell phone, with the conversation partner in a different location from the driver. In addition, all drivers also completed the driving task while not holding a conversation to provide a baseline measure of performance on the task. Order of the two tasks (while holding a conversation or while only driving) was counterbalanced across participants. During the driving task, a number of measures were collected to assess driving performance.The figure below presents the main findings from the study.Figure 1.1 Percent of participants in each group successfully completing navigation task (exiting at the correct location) while conversing.Data adapted from: Drews, F.A., Pasupathi, M., & Strayer, D.L. (2008). Passenger and cell phone conversations in simulated driving. Journal of Experimental Psychology: Applied, 14, 392-400. doi: 10.1037/a0013119STEP 3: In your discussion post this week, first answer the following questions based on the study described in Step 2:Based on the Research Summary on Distracted Driving:What was the research question that guided the work by Drews, et al.? What was their hypothesis (specific prediction)? The Independent Variables (IV) is/are:The Dependent Variable (DV) is/are:Were the participants randomly assigned to conditions? What is the purpose of random assignment?What kind of research design did this study use, i.e., descriptive, correlational, or experimental? Explain your answer. What can you conclude from looking at Figure 1.1?Based on the Research Summary on Distracted Driving, develop your own research question and hypothesis that is related to the topic. This should be something that researchers could study next to learn more about the topic of Distracted Driving. Tips: The research question identifies what the study will focus on and guides the research process. The hypothesis is based on the research question. It is a statement that makes a prediction about the relationship among the variables in the study (you can use If-Then statements).STEP 4: In a 200-400 word essay, how would you use the data from the Drews et al. study to address the issue of Distracted Driving (feel free to be creative, you can create a plan or campaign)? Use APA-style citations in your response. Here is a library tutorial that shows you how: https://sites.umgc.edu/library/libhow/apa_tutorial.cfmSTEP 5: At the end of your summary, post an open-ended discussion question, one that cannot be answered with a simple "yes" or "no", about what you learned this week and solicit feedback from your classmates.For example, "How would you conduct an experiment on…? Why do you think this may or may not work? What other issues might you address?"
11 pages
Final Project
The study topic entails examining the level of class anxiety at different times based on an assessment undertaken by sever ...
Final Project
The study topic entails examining the level of class anxiety at different times based on an assessment undertaken by several respondents to help make ...
Reflective Journal
Day 1: Attributions Based on One's Name - Do we form impressions of people based on their names? Provide a few examples. D ...
Reflective Journal
Day 1: Attributions Based on One's Name - Do we form impressions of people based on their names? Provide a few examples. Does one's name imply a certain set of attributes that they must possess?Day 2: Reflect on the fact that people often make judgments about us based on our external appearance. In fact, many studies have shown that people are hired or paid based on one's perception of their looks. As a result, in our youth-oriented culture, do you feel that it is appropriate or acceptable for one to utilize plastic surgery as self-enhancement tool to look younger or alter their facial or body features to fit those that are considered beautiful to society as a whole?Day 3, 4 and 5: After the terrorist attacks at the World Trade Center and the Pentagon on September 11, 2001, many people were left wondering "Why did this happen". Explain the rationale for the events of September 11th based on the following social psychological theories:Day 3 - (1) Fundamental Attribution Error: This occurs when we overestimate how much another person's behavior can be explained by dispositional factors. It reflects failing to adequately consider the role of some situational factors that may affect a person's behavior. As an example, let's say you are in class and observe a student in the class that has been very quiet during the entire term. This classmate does not even talk during the class discussions. You conclude that the student is a very quiet and shy person. But, it is possible that you may wrongly assume that this quiet behavior reflects his or her personality, and you may fail to adequately consider some situational factors that could explain your classmate's behavior. What if they're bored? Or, just doesn't feel like talking?Day 4 - (2) Actor-Observer Effect: This is an effect in which people view their own actions as caused by the situational context, while others’ actions are seen as caused by personality or stable dispositions. Simply put, we judge others based on what we see, but ourselves based on what we think and feel. As an example, consider your reaction to a date who is late to a movie. We immediately think that this lateness is, undoubtedly, caused by the individual. We may even think that this person is rude and inconsiderate. But, what happens if you, yourself are late to a movie? You wouldn't call yourself rude and inconsiderate. You would be more than likely to attribute it to situational factors like getting stuck in traffic or being unable to find parking, etc. Day 5 - (3) Situational Attribution: This occurs when we infer that a behavior or event is caused by some factor relative to the situation, not the individual involved. In the case of our quiet student in the example above, if he or she is quiet on the first day of class we may infer that the lecture on the first day was boring, and that's why the student is quiet...having absolutely nothing to do with the student specifically.
HIST 260 Sinclair Community College American Southwestern Societies Questions
This what the teacher asked.Do not use a formatting style such as MLA or Chicago, just write the paper with no internal ci ...
HIST 260 Sinclair Community College American Southwestern Societies Questions
This what the teacher asked.Do not use a formatting style such as MLA or Chicago, just write the paper with no internal citations. You must write on all 3 below.Paragraphs must not be longer than six sentences.In this paper you will become a time-traveling cultural interpreter. You will travel back in time to meet with representatives from Spain, Holland, and France. You must show you understand why the Spanish, Dutch, and French are in the Americas as well as their goals.As you meet with each group you will need to explain why it is wrong to view America's Native peoples as primitive and lacking sophistication. You must use details from the textbook and the lecture materials.1. In at least 300 words, go back in time as a cultural interpreter to meet with Christopher Columbus. During your meeting use your description of the American Southwestern societies to explain to Columbus why Native American societies were not primitive.Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)2. In at least 300 words, go back in time as a cultural interpreter to meet with the leader of the first French expedition down the St. Lawrence River. During your meeting use your description of the Northern eastern societies to explain to the French leader why Native American societies were not primitive.Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)3. In at least 300 words, go back in time as a cultural interpreter to meet with the leader of the first Dutch explorers in the Americas. During the meeting use your description of Cahokian/Mississippian societies to explain why to the Dutch leader Native American societies were not primitive. Highlight specific details related to: a. Settlements (what did a typical settlement look like?) b. Everyday technology (what types of tools & containers did men and women use?) c. Spirituality (what was the relationship between the people and the earth?)Please do not use quotes or outside sources.
4 pages
ENG225 Ashford Weel 4 Introduction to Film Screwball Comedy Quiz
What is a term for cheap, quick westerns that were churned out in large The answer can be found in Chapter 8 of Introducti ...
ENG225 Ashford Weel 4 Introduction to Film Screwball Comedy Quiz
What is a term for cheap, quick westerns that were churned out in large The answer can be found in Chapter 8 of Introduction to Film.
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