Description
- Define in your own words the two concepts or theories from course materials which your team has chosen to analyze the defined innovation. These concepts should contribute to your team’s understanding of “how” the creation, adoption, implementation, communication, and dissemination of the organizational innovation became successful. These must be from two different class sessions. The definition should be clear and easy to understand by the management in the organization, who may not be familiar with our class content.
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Three Causes of
Competitive Arousal
1. Rivalry
2. Time Pressure
3. Audience Scrutiny (the
"Spotlight")
Goal-Setting Theory (continued)
Implementing Goal-Setting Theory:
Management By Objectives (MBO) – collaboratively
set goals that are tangible, verifiable, and
measurable
· Goal specificity
Participation in setting goals and objectives
· Explicit time period
• Performance feedback
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Hello, please consider this file and discard the first one
Goal-setting Theory
Goal setting engages an action plan development designed for motivating and guiding a
group or a person toward a goal. Goal setting integrates well with other motivational theories.
Although goal setting is a principal component of many motivational and performance theories,
research in this genre has largely focuse...
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SPD 500 GCU School Psychologist and Administrator Interviews Discussion
School psychologists play a critical role in evaluation and determination of eligibility for special education services. T ...
SPD 500 GCU School Psychologist and Administrator Interviews Discussion
School psychologists play a critical role in evaluation and determination of eligibility for special education services. They often consult with teachers and families about characteristics of disabilities and types of services and supports available in the school system and community. As leaders, school administrators must have a thorough understanding of IDEA and the IEP process. They are responsible for ensuring all teachers have working knowledge regarding these topics, so IEPs can be properly implemented to meet the needs of students with disabilities.Allocate at least 3 hours in the field to support this field experience.Because this course does not require you to have a fingerprint clearance card, if you are not a current teacher your field experience must be completed before or after school, or during another designated time when students are not present.In person or via phone, interview a school psychologist and a school administrator from any K-12 setting. Take notes, as these will be submitted as part of the assignment deliverable.In the interview, address the following:Explain your role as a member of the special education team.Discuss the specific responsibilities you have in meeting the needs of individuals with disabilities.Describe your role in the IEP process.Explain when teachers should consult with you regarding the special education needs of their students.Describe the role of the school in early intervention. Include discussion about how you communicate that to the family and how you support the staff.Describe your experiences in working with students with disabilities by talking about the various disabilities you have encountered. Include discussion of the characteristics, causes, and prevalence of the types of disabilities you typically see in practice.Considering the students with whom you have worked and the types of disabilities you typically see, describe the educational implications for students who exhibit characteristics of these disabilities. Explain how you have worked with these students and what you have encouraged teachers to focus on when interacting with and teaching students with these types of disabilities.Identify professional development opportunities related to special education that you believe would benefit staff in the school and/or district.Describe what you do for professional development in terms of implementing interventions before starting the special education process at your site.Formulate and ask three additional questions of your choice. Include these in your interview notes.In a 750-1,000 word reflection, identify the school settings for the professionals you interviewed and discuss the following:Describe what you learned about the typical types of disabilities you might expect to see as part of your professional practice. Include discussion of how interacting with the school psychologist could be beneficial in increasing your personal knowledge of the characteristics, causes, and educational implications of these disabilities for students in your classroom.Describe the perceived differences in roles between the school psychologist and the administrator. Discuss how knowledge of these roles will help you facilitate the collaborative process before referral to special education and throughout the IEP process. Explain how you will use support from the school psychologist and administration once the IEP is written and services have begun.Discuss how you perceive your role as a teacher in professional development. Explain how you can contribute to and collaborate with an administrator or school psychologist to support other staff and faculty in understanding their roles in the special education process.Considering what you learned from these two interviews as well as those completed in “Field Experience A,” describe how you will use the experiences shared by the teachers, psychologist, and administrator to inform your personal professional practice.Submit your interview notes and reflection to the LMS.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Capella University Course Development and Influencing Factors Paper
Overview
Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.
Note ...
Capella University Course Development and Influencing Factors Paper
Overview
Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Assessment Instructions
Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.
Requirements
Design a course to be included in your selected nursing curriculum. In your course design:
Describe an appropriate course to include in a selected curriculum.
Provide a rationale for adding a course to a selected curriculum.
Suggest a topical outline for a course to be added to a selected curriculum.
Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
Suggested Resources
Capella University Library Resources
The following resources address course development in nursing education:
Ardisson, M., Smallheer, B., Moore, G., & Christenbery, T. (2015). Meta-evaluation: Experiences in an accelerated graduate nurse education program. Journal of Professional Nursing, 31(6), 508–515.
Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O'Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640.
Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as preceptor: Development of a continuous professional development course – A qualitative study part I. BMC Nursing, 14, 1–7.
Choi, H., Kim, J., Bang, K-S., Park, Y-H., Lee, N-J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939–948.
Hill, R. Y., Foster, B., & Oermann, M. (2015). Dedicated education unit model for a transition into practice course. The Journal of Continuing Education in Nursing, 46(9), 403–408.
Baessler, M., Best, W., & Sexton, M. (2016). Beyond program objectives. The Journal of Continuing Education in Nursing, 47(6), 248–249.
Valiga, T. M. (2014). Attending to affective domain learning: Essential to prepare the kind of graduates the public needs. Journal of Nursing Education, 53(5), 247.
SHOW LESS
These resources focus on the role of the educator in nursing education:
Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Company.
Chapter 3, "Teaching Methods."
Johnson, K. V. (2016). Improving adjunct nursing instructors' knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108–110.
Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219.
This resource reviews internal and external factors that influence curriculum development:
Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company.
Chapter 6, "External Frame Factors."
Chapter 7, "Internal Frame Factors."
Internet Resources
The following resources provide resources for, and explore the use of, simulation evaluations:
Adamson, K. A., Kardong-Edgren, S., & Willhaus, J. (2013). An updated review of published simulation evaluation instruments. Clinical Simulation in Nursing, 9(9), e393–e400. Retrieved from http://www.nursingsimulation.org/article/S1876-139...
Todd, M., Hawkins, K., Hercinger, M., Manz, J., Tracy, M., & Iverson, L. (2017). Creighton Competency Evaluation Instrument. Retrieved from https://nursing.creighton.edu/academics/competency...
Wiles, B. (2014). Simulation evaluation. Xavier University. Retrieved from http://qsen.org/teaching-strategies/simulation/sim...
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SPD 500 GCU School Psychologist and Administrator Interviews Discussion
School psychologists play a critical role in evaluation and determination of eligibility for special education services. T ...
SPD 500 GCU School Psychologist and Administrator Interviews Discussion
School psychologists play a critical role in evaluation and determination of eligibility for special education services. They often consult with teachers and families about characteristics of disabilities and types of services and supports available in the school system and community. As leaders, school administrators must have a thorough understanding of IDEA and the IEP process. They are responsible for ensuring all teachers have working knowledge regarding these topics, so IEPs can be properly implemented to meet the needs of students with disabilities.Allocate at least 3 hours in the field to support this field experience.Because this course does not require you to have a fingerprint clearance card, if you are not a current teacher your field experience must be completed before or after school, or during another designated time when students are not present.In person or via phone, interview a school psychologist and a school administrator from any K-12 setting. Take notes, as these will be submitted as part of the assignment deliverable.In the interview, address the following:Explain your role as a member of the special education team.Discuss the specific responsibilities you have in meeting the needs of individuals with disabilities.Describe your role in the IEP process.Explain when teachers should consult with you regarding the special education needs of their students.Describe the role of the school in early intervention. Include discussion about how you communicate that to the family and how you support the staff.Describe your experiences in working with students with disabilities by talking about the various disabilities you have encountered. Include discussion of the characteristics, causes, and prevalence of the types of disabilities you typically see in practice.Considering the students with whom you have worked and the types of disabilities you typically see, describe the educational implications for students who exhibit characteristics of these disabilities. Explain how you have worked with these students and what you have encouraged teachers to focus on when interacting with and teaching students with these types of disabilities.Identify professional development opportunities related to special education that you believe would benefit staff in the school and/or district.Describe what you do for professional development in terms of implementing interventions before starting the special education process at your site.Formulate and ask three additional questions of your choice. Include these in your interview notes.In a 750-1,000 word reflection, identify the school settings for the professionals you interviewed and discuss the following:Describe what you learned about the typical types of disabilities you might expect to see as part of your professional practice. Include discussion of how interacting with the school psychologist could be beneficial in increasing your personal knowledge of the characteristics, causes, and educational implications of these disabilities for students in your classroom.Describe the perceived differences in roles between the school psychologist and the administrator. Discuss how knowledge of these roles will help you facilitate the collaborative process before referral to special education and throughout the IEP process. Explain how you will use support from the school psychologist and administration once the IEP is written and services have begun.Discuss how you perceive your role as a teacher in professional development. Explain how you can contribute to and collaborate with an administrator or school psychologist to support other staff and faculty in understanding their roles in the special education process.Considering what you learned from these two interviews as well as those completed in “Field Experience A,” describe how you will use the experiences shared by the teachers, psychologist, and administrator to inform your personal professional practice.Submit your interview notes and reflection to the LMS.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Capella University Course Development and Influencing Factors Paper
Overview
Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.
Note ...
Capella University Course Development and Influencing Factors Paper
Overview
Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Assessment Instructions
Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.
Requirements
Design a course to be included in your selected nursing curriculum. In your course design:
Describe an appropriate course to include in a selected curriculum.
Provide a rationale for adding a course to a selected curriculum.
Suggest a topical outline for a course to be added to a selected curriculum.
Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
Suggested Resources
Capella University Library Resources
The following resources address course development in nursing education:
Ardisson, M., Smallheer, B., Moore, G., & Christenbery, T. (2015). Meta-evaluation: Experiences in an accelerated graduate nurse education program. Journal of Professional Nursing, 31(6), 508–515.
Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O'Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640.
Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as preceptor: Development of a continuous professional development course – A qualitative study part I. BMC Nursing, 14, 1–7.
Choi, H., Kim, J., Bang, K-S., Park, Y-H., Lee, N-J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939–948.
Hill, R. Y., Foster, B., & Oermann, M. (2015). Dedicated education unit model for a transition into practice course. The Journal of Continuing Education in Nursing, 46(9), 403–408.
Baessler, M., Best, W., & Sexton, M. (2016). Beyond program objectives. The Journal of Continuing Education in Nursing, 47(6), 248–249.
Valiga, T. M. (2014). Attending to affective domain learning: Essential to prepare the kind of graduates the public needs. Journal of Nursing Education, 53(5), 247.
SHOW LESS
These resources focus on the role of the educator in nursing education:
Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Company.
Chapter 3, "Teaching Methods."
Johnson, K. V. (2016). Improving adjunct nursing instructors' knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108–110.
Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219.
This resource reviews internal and external factors that influence curriculum development:
Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company.
Chapter 6, "External Frame Factors."
Chapter 7, "Internal Frame Factors."
Internet Resources
The following resources provide resources for, and explore the use of, simulation evaluations:
Adamson, K. A., Kardong-Edgren, S., & Willhaus, J. (2013). An updated review of published simulation evaluation instruments. Clinical Simulation in Nursing, 9(9), e393–e400. Retrieved from http://www.nursingsimulation.org/article/S1876-139...
Todd, M., Hawkins, K., Hercinger, M., Manz, J., Tracy, M., & Iverson, L. (2017). Creighton Competency Evaluation Instrument. Retrieved from https://nursing.creighton.edu/academics/competency...
Wiles, B. (2014). Simulation evaluation. Xavier University. Retrieved from http://qsen.org/teaching-strategies/simulation/sim...
8 pages
The Analysis Of Evicted Using Sociological Imagination
The sociological imagination is a potent tool that helps understand the social conditions affecting our lives. This paper ...
The Analysis Of Evicted Using Sociological Imagination
The sociological imagination is a potent tool that helps understand the social conditions affecting our lives. This paper utilizes sociological ...
4 pages
Intasc Standards
This first theme that runs through the InTASC standards is the one of Equity in Education which means achieving equality a ...
Intasc Standards
This first theme that runs through the InTASC standards is the one of Equity in Education which means achieving equality and fairness in education. ...
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