Explain 2–3 methods that are effective for group therapy in the community mental health center

Assignment Details

Assignment Description

You are working in a community mental health center with a high number of clients with substance abuse disorders. The director is going to a conference and would like you to put together information describing the group therapy that is available at the center, including information and support from resources acknowledged as credible in the industry to support the type of groups that you support.

Your director asks you to do the following:

  • Explain 2–3 methods that are effective for group therapy in the community mental health center
  • Research 2–3 theories that support your selected methods
  • Include at least 3 reasons why this type of therapy benefits the clients
  • Include an overview of the skills the clients learn to help them decrease their incidence of self-harm
  • Cite your sources using APA style and include a reference slide at the end
Using a range of well chosen examples, write an account which examines THREE (3) similarities and THREE (3) differences between coaching and mentoring

 

UNIT CMI 507

 

 

Assessment Brief: Principles of Delivering Coaching and Mentoring

 

 

» key information for LEARNERs

Overview of assessment tasks

Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 507: Principles of Delivering Coaching and Mentoring. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.

Preparation for the assessment

  • Before you begin the assessment brief please read the CMI 507 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed.
  • Research the topics being assessed. Suggested reading/web resources are provided on the CMI 507 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://mde.managers.org.uk.
  • If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.

Completing the assessment brief

  • The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.
  • Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer.
  • Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI.
  • Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB.
  • The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format.
  • An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified.
  • Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus.

 

 

 

 

» Introducing assessment Brief CMI 507

Coaching and mentoring are proven techniques used to enhance the skills, knowledge, talents and potential of individuals as part of an organisational learning and development strategy.

Assessment brief CMI 507 has been designed to enable learners to understand the principles and practices of delivering coaching and mentoring and the impact these techniques can have in the development of a
high performance culture.

» assessment tasks and WORD COUNT

Assessment brief CMI 507 features the following assessment tasks. Further detail is provided against each assessment task within the brief.

Assessment Task Learning outcomes covered by assessment method Assessment criteria Guideline word count
1a Write an account which examines similarities and differences between coaching and mentoring LO1 Understand the role and purpose of coaching and mentoring within an organisation 1.1 Examine the similarities and differences between coaching and mentoring Approx. 500 words
1b Write a briefing paper entitled:

The purpose of coaching and mentoring for individuals, teams and organisations

 1.2 Evaluate the purpose of coaching and mentoring for individuals, teams and the organisation Approx. 400 words
2a Write an account which examines the use of coaching and mentoring models in the workplace LO2 Understand the use of models and processes used in workplace coaching and mentoring 2.1 Examine models used for coaching and mentoring individuals and teams in the workplace Approx. 350 words
2b Create a plan to deliver mentoring to an individual in response to an identified business need 2.2 Develop a plan to deliver mentoring to an individual in response to an identified business need Approx. 500 words

If presenting Work Based Evidence it must not exceed SIX (6) A4 pages
2c Write an account which recommends a coaching process to support an individual’s development needs in the workplace 2.3 Recommend a coaching process to support an individual’s development needs in the workplace Approx. 500 words
3a Write an account which analyses the skills and competencies of an effective coach and mentor LO3 Know how to manage the delivery of effective coaching and mentoring 3.1 Analyse the skills and competencies of an effective coach and mentor Approx. 350 words
3b Write an account which assesses approaches for responding to challenges faced in the delivery of coaching and mentoring 3.2 Assess approaches for responding to challenges faced in the delivery of coaching and mentoring Approx. 500 words
3c Write an account which discusses strategies used to evaluate the impact of coaching and mentoring on individuals and the organisation 3.3 Discuss strategies to evaluate the impact of coaching and mentoring on individuals and the organisation Approx. 500 words
3d Write an account which assesses approaches to ensure that coaching and mentoring programmes continue to deliver results 3.4 Assess approaches to ensure that coaching and mentoring programmes continue to deliver results Approx. 400 words

Guideline word count

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500-4000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.

The following are excluded from inclusion in word count, if used and not required by the assessment brief an introduction to a job role, organisation or department, index or contents pages, headings and sub headings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.

Please see the CMI Assessment Guidance Policy for further guidance.

 

 

» the role and purpose of coaching and mentoring within an organisation

It is important for a manager to understand the similarities and differences between coaching and mentoring and their purpose for individuals, teams and the organisation.

» Task 1a

Using a range of well chosen examples, you are required to write an account which examines THREE (3) similarities and THREE (3) differences between coaching and mentoring (AC1.1).

Guidance for completion of Task 1a
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You may include good practice examples from organisations you know well or have researched.

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

» Task 1b

Using a range of well chosen examples, you are required to write a briefing paper entitled: ‘The purpose of coaching and mentoring for individuals, teams and organisations’ (AC1.2).

The briefing paper will be used by other managers in the organisations.

Guidance for completion of Task 1b
· The briefing paper should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You may include good practice examples from organisations you know well or have researched.

· NB: You must ensure you consider individuals, teams and organisations in your discussion for this task.

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

 

 

 

 

 

» THE USE OF MODELs AND PROCESSES TO SUPPORT THE USE OF COACHING AND MENTORING IN THE WORKPLACE

To be an effective coach and mentor, it is important for a manager to understand the models used for coaching and mentoring in the workplace, identity a process for coaching individuals and be able to develop a plan to support mentoring.

» Task 2a

You are required to write an account which uses well-chosen examples to examine the use of coaching and mentoring models in the workplace (AC2.1).

 

Guidance for completion of Task 2a
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

» scenario

 

You are a manager of a department in a large organisation. You have been approached to mentor a new manager from another department who has recently been promoted into the position. As part of their development as a new manager, they need to develop skills and expertise in two areas:

· supporting their new team to meet demanding targets

· working collaboratively with a range of internal and external stakeholders to engage them in a new initiative

 

» Task 2b

You are required to develop a plan to deliver mentoring to an individual in response to an identified business need (AC2.2).

There are TWO (2) options for answering this task. You only need to select ONE (1) option.

Option 1: Present a copy of a plan you have already created for delivering mentoring to an individual in the workplace.

  • Include the document(s) in the Work Based Evidence section of the evidence booklet.

OR

  • Provide your documentation as separate document(s) outside of this assessment booklet.
    NB: Where separate documents are provided they must not exceed 10MB in size and must be saved as PDF documents.

Option 2: Create a plan to mentor the individual discussed in the scenario above. The plan should be completed using the CMI template.

 

Guidance for completion of Task 2b
· This may be based on the scenario given above or on your own experience of mentoring an individual in the workplace.

· The plan may be presented in a format of your choice or using the CMI template provided.

· If required, the CMI template can be adapted or extended.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

 

 

OPTION 1: WORK BASED EVIDENCE

IF YOU CHOOSE THIS OPTION COPY AND PASTE THIS EVIDENCE TABLE INTO THE EVIDENCE BOOKLET. DO NOT PRESENT ANY EVIDENCE IN THE ASSIGNMENT BRIEF.

 

 

Description of work based evidence:
Please briefly describe the type of work based evidence that is being presented to meet the requirements of this task.		  
Summary:
Please provide a brief summary statement of how this work based evidence meets the requirements of this task.		  

 

Please indicate how you have presented evidence for this task (please tick box):   Document uploaded to Work Based Evidence section of assessment booklet.
  Documents are provided separately to this assessment booklet. Document name(s):

__________________________________________________________

 

 

 

 

 

OPTION 2: COMPLETE THE TEMPLATE

IF YOU CHOOSE THIS OPTION COPY AND PASTE THIS EVIDENCE TABLE INTO THE EVIDENCE BOOKLET. DO NOT PRESENT ANY EVIDENCE IN THE ASSIGNMENT BRIEF.

 

 

Mentoring Plan Template  

 

Mentee name:   Mentor name:  

 

Meeting date:   Session no:  

 

Goal(s) for the session:

 

 

 

 

Actions completed from last session:
1.  
2.  
3.  
4.  

 

Insights/breakthroughs gained:
1.  
2.  
3.  
4.  

 

Actions to be taken by next session:
1.  
2.  
3.  
4.  

 

Date of next meeting:  

 

Mentee signature:   Date:  
Mentor signature:   Date:  

 

 

 

» Task 2c

Using examples, write an account which recommends a coaching process to support an individual’s development needs in the workplace (AC2.3).

The good practice guide will be used by managers in your organisation.

 

Guidance for completion of Task 2c
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You may base the account on your own experience of using coaching to support an individual’s needs in the workplace or use well chosen examples from an organisation you know well or have researched.

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

» managing the delivery of effective coaching and mentoring

It is important for a manager to recognise the skills and competencies of an effective coach and mentor and the approaches that could be used to respond to challenges faced when delivering coaching and mentoring. It is good practice to ensure that programmes continue to deliver results.

» Task 3a

Write an account which analyses the skills and competencies of an effective coach and mentor (AC3.1).

 

Guidance for completion of Task 3a
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You may base the account on your own experience of coaching and mentoring to support individuals in the workplace or use good practice examples from an organisation you know well or have researched.

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

» Task 3b

From the list below, select TWO (2) challenges and write an account which assesses approaches which could be used to respond to these when delivering coaching and mentoring (AC3.2).

Ineffective match (mentor to mentee/coach to coachee) Workload pressures Breach of confidentiality
Commitment to the process Role conflict Conflict of interest
Lack of openness and honesty Misuse of approach (tell not support) Relationship breakdown
Organisational barriers Expectation of outcome  

 

Guidance for completion of Task 3b
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· Your discussion should be underpinned with relevant theoretical principles.

· You are encouraged to use good practice examples from an organisation you know well or have researched.

· Refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

 

 

 

» Task 3c

From the list below, select ONE (1) individual and ONE (1) organisational strategy and write an account to discuss how each strategy can be used to evaluate the impact of coaching and mentoring (AC3.3).

INDIVIDUAL ORGANISATIONAL
Personal reflection Balanced Scorecard (Kaplan and Norton, date)
Appraisal of performance against targets Return on investment (ROI)
Observed behavioural changes Succession planning
Colleague and customer feedback Four Levels of Training Evaluation (Kirkpatrick, 2006)
Career progression RAM Model of Coaching Evaluation (McGurk, 2011)

 

Guidance for completion of Task 3c
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You need to choose one individual and one organisational strategy.

· Your discussion should be underpinned with relevant theoretical principles.

· You are encouraged to use good practice examples from an organisation you know well or have researched.

· Refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

» Task 3d

Using examples, write an account which assesses approaches to ensure that coaching and mentoring programmes continue to deliver results (AC3.4).

 

Guidance for completion of Task 2c
· The account should include sub headings. You may choose to include tables and diagrams (as appropriate).

· You may base the account on your own experience of coaching and mentoring in the workplace or use good practice examples from an organisation you know well or have researched.

· Your discussion should be underpinned with relevant theoretical principles.

· Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification.

 

 

 

 

 

 

 

 

 

 

 

 

 

» ASSESSMENT GUIDANCE

 

Refer Pass
· The submission is incomplete

· Tasks are incomplete

· Not all assessment criteria have been met

· No examples are used or the examples given do not match the requirements of the assessment criteria

· Evidence is

· Unclear

· Technically incorrect or inaccurate

· Biased

· Unprofessional language

· Poorly structured and presented

· Ideas are under-developed

· Lacks sufficient detail to show understanding of the topic

· The application of different perspectives, approaches or schools of thought is unclear or inappropriate

· Little or no evaluation of evidence has taken place

· The ability to make judgments and solve complex problems has not been evidenced

· Evidence is not directly attributable to the learner

· External sources of information are not acknowledged

· Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years)

 · All tasks have been completed

· All assessment criteria have been met

· Examples given are well chosen and match the requirements of the assessment criteria

· Evidence is

· Well written and presented

· Contains a breadth of examples

· Accurate

· Current (e.g. use of up to date legislation)

· Authentic

· Inclusive

· Coherent

· Credible

· Technically correct

· Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them.

· Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes.

· Evidence used from external sources has been correctly referenced

· Evidence is directly attributable to the learner

· Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years)

 

 

Which ethical theory (of the 6 approved ones ONLY – Kant; Act Utilitarianism; Rule Utilitarianism; Care Ethics; Virtue Ethics; and Social Contract) would you apply to this topic to defend your stance? Explain fully.

Reflective Journal Template – Topic Reflection

 

Topic Prenatal Testing Scenario and Reflection

 
What are the key points of contention on this topic?

 

 

 

 

 

 
What side of the argument (stance) do you take on this topic?

 

 

 

 

 

 

 
What strong points does the other side of this topic have?

 

 

 

 

 
What were the three most important things you took away from the topic?

 

1.

 

2.

 

3.

 
Which ethical theory (of the 6 approved ones ONLY – Kant; Act Utilitarianism; Rule Utilitarianism; Care Ethics; Virtue Ethics; and Social Contract) would you apply to this topic to defend your stance? Explain fully. 250 words

A)   In this reflection you must first define the key terms of the debate and what are the different types

B)    Define and explain the ethical theory you chose (show me you know exactly what the theory is and does – in your own words)

C)    Present the evidence both pro and con and follow up how using your ethical theory is the best way to determine whether or not your stance is really ethical

D)   Conclusion – any final thoughts and opinions would go here

E)    2 to 3 resources as support for your evidence (text book counts as 1)

 

 

Textbook

Pence, E. G. (2021) Medical ethics: Accounts of ground-breaking cases 9th ed. New York: McGraw Hill Education.

 

 

 

 

 

Prenatal Testing Scenario

Good morning concerns have been raised recently that the strides that specialists are making in prenatal genetic testing are leading us down the path of eugenics of course is the theory and practice of human improvement by way of genetic manipulation to produce desired traits in a child. if history is any indicator there is calls for alarm where ethics issues and eugenics are concerned eugenics played a clear role in the Nazi “master race” project and there examination of millions of people who did not meet Nazi criteria can the mistakes of the past be avoided doctors and legislators need to be open minded and willing to hear all options on the topic today we are talking specifically about the blood test used to screen for Down syndrome during the first trimester of pregnancy.

Dr Williams’s opinion

The genetic test in question gives us the ability to identify Down syndrome in the womb without causing any harm to the fetus through the use of a simple blood test. Down syndrome can bring with it a lifetime of pain and frustration which in addition to the potential for physical abnormalities, can include a loss of cognitive ability, respiratory problems, heart defects and more. The test is extremely low risk and almost 100% accurate: there is no reason to feel this as ethically questionable. Giving parents this information in advance means parents have more options in general and an opportunity to raise a healthier child.

Dr. Garcia’s opinion

Obviously, there’s more to it than that. For starters many children with Down syndrome develop into healthy adults who do not suffer from the health conditions you mentioned. And many of those potential conditions can develop independent of this syndrome in the general population. As there is no cure for Down syndrome that opportunity to raise a healthier child you refer to implies aborting a child after a positive blood test. By promoting this test aren’t we stepping into a grey area where we are engineering human improvement based on a subjective evaluation of what is a better human being. Since there’s no cure for Down syndrome testing for the condition will lead parents to abort fetuses that could have led full and happy lives.

Question from the audience:

Doctor Garcia, we have a question from the audience for you. I know there is no cure but how long do people with Down syndrome typically live and what is their quality of life?

Dr. Garcia – advances in medicine have improved life dramatically for those with Down syndrome. True most still live shorter lives on average than those without the disorder but many now live to be 60 or older. In the United States many people with Down syndrome complete high school and some go on to college. People with Down syndrome can work volunteer and vote. And they are able to give and receive love like everyone else.

Dr. Williams – We are not telling parents what to do with the information we give them. We are simply identifying a potential health hazard. this test is a medical advance, plain and simple. Previous tests for Down syndrome were not as accurate and required withdrawing amniotic fluid which came with substantial risks. This is a basic blood test we are identifying a clear health risk.

Dr. Garcia:

Perhaps not “strictly”. the test will inevitably lead some parents to abort a child who tested positive for Down syndrome, but who would not have developed any of the health problems potentially associated with the disorder. a healthy life would have been prevented in favor of another life with more culturally accepted aesthetics and little more. making this test available is also making decisions about which lives we value as a society and with that we are stepping beyond the realm of healthcare. this is the reason that some of us fear that these tests are leading us as a culture toward eugenics. the blood test for Down syndrome is a medical advice but that does not mean it is an ethical advance.

Another Q from the audience:

OK we have a question from the audience. What is the pregnancy termination rate after a diagnosis of Down syndrome ? Doctor Garcia

Dr. Garcia – statistics vary widely, but following a prenatal diagnosis of Down syndrome 60 to 90% of expectant parents choose to terminate the pregnancy.

We have a question from the audience for doctor Williams how rare is Down syndrome?

Dr. Williams – the CDC estimated that frequency of Down syndrome in the United states as one in 691 live births in 2011 up from one in 1087 in 1990.

 

 

To what extent is the quality of life different in Stratford and Kensington?

NEA – quality of life

 

To what extent is the quality of life different in Stratford and Kensington?

 

Introduction and Hypothesis:

 

Hypothesis – socially and environmentally these places are very different

 

To examine income opportunities in two areas

  1. Data to collect – income in each area / house prices in each area
  2. Data to collect – crime rates / people survey (EXPERIENCES, HAPPINESS, ETC)
  3. Data to collect – Environmental quality survey / noise pollution (DECIBEL METER ON PHONE)

 

  1. Kensington High Street – London
  2. Stratford High Street – London

 

Quality of life – survey:

 

  1. Kensington High Street – London
  2. Stratford High Street – London

Evaluation:

 

 

Urban Environmental Quality Survey:

  1. Kensington High Street – London
  2. Stratford High Street – London

Evaluation:

 

 

Primary quantitative data – January 2022 – crime rate:

 

  1. Kensington HS
  2. Stratford HS

 

https://www.streetcheck.co.uk/crime/e152fy

Compare the average of months in two areas – https://data.london.gov.uk/dataset/recorded_crime_summary

 

(Choose Two crimes and compare)

 

Evaluation:

 

 

 

Gross Domestic Product – 1998 to 2019:

 

  1. Kensington – 68,972
  2. Stratford – 22,524

 

https://www.ons.gov.uk/economy/grossdomesticproductgdp/bulletins/regionaleconomicactivitybygrossdomesticproductuk/1998to2019

 

Evaluation:

 

 

 

 

Air pollution rate:

 

Collected – qualitative

Found – quantitative

 

https://www.londonair.org.uk/london/asp/annualmaps.asp

 

  1. Kensington – W8
  2. Stratford – E15

 

Compare found and collected and write criticism

Evaluation:

 

 

 

Noise pollution rate:

 

  1. Kensington – W8
  2. Stratford – E15

 

Evaluation:

 

 

 

 

Perception and experience survey:

 

 

  1. Kensington High street
  2. Stratford High Street

 

Evaluation:

 

 

 

Google maps photographs:

 

Evaluation:

 

 

 

Bibliography:

 

 

 

 

 

 

 

 

(Websites to help and marking:

 

 

What is it?

 

An essential part of geographical study is the collection of primary and secondary data and information to investigate a specific aspect of a geographical process or pattern.

 

You must choose an enquiry question linked to any of the compulsory or optional content of the specification, so it may be based on physical geography or human geography or a combination of both. You must ensure that your enquiry choice is of a manageable scale so that you can carry out primary data collection through fieldwork and that useable secondary data is available.

 

There is a very high degree of independent work expected by the examiners, so teachers and other experts have restrictions of the amount of help and guidance that they are allowed to give you.

 

The Independent Investigation is worth 20% of the total A level: You will write a 3,000 – 4,000 word structured report based on fieldwork and secondary information.

 

Stages of work

 

Stage 1: Think of and research an enquiry question, aim and hypothesis. Read textbooks and other academic literature, especially recent material that is relevant to your chosen geographical topic and enquiry and also the small area(s) where you will carry out the research.

 

Stage 2: Design research methodology – ensure that you include both quantitative and qualitative data collection using relevant techniques, equipment, and sampling methods (random, systematic, and stratified) to ensure the greatest accuracy and lowest bias of the data.

 

Stage 3: Carry out the fieldwork and collect your data. Present primary and secondary data using a range of suitable diagrams, maps, graphs, visual material, and statistical techniques.

 

Stage 4: Write your analysis and explanation of the results that you have discovered; link the analysis to your data presentation and primary and secondary evidence. Make sure that you keep your enquiry question (your purpose) and hypotheses clearly in mind when writing.

 

Stage 5: Write a conclusion using your knowledge and understanding of the topic(s), including relevant theories and concepts, and your interpretation of the results from the primary and secondary data.

 

Stage 6: Write an evaluation that critically examined the data, such as the reliability, accuracy, validity and relevance of both primary and secondary data. Examine links between the conclusions of the investigation and wider geography, such as the extent to which the patterns found are the same or similar to elsewhere. Suggest what further research could be completed to overcome the weaknesses of the investigation or to expand the research.

 

Websites:

https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=882a6e79-5e28-4667-a753-17d26cec8c19&lang=en-GB

 

Example – https://qualifications.pearson.com/content/dam/pdf/A%20Level/Geography/2016/teaching-and-learning-materials/nea-exemplar-1-candidate-write-up.pdf )

 

 

 

 

 

 

 

Give reasoned recommendations to improve and/or add to the LTR operations and business systems from the Case Study. Support your recommendations with high-quality evidence.
Unit learning outcomes
  1. Demonstrate the following knowledge and understanding

·       Understanding of the importance of business systems and the use of information systems and databases to facilitate planning and management decision-making. Knowledge of a range of tools, techniques, frameworks and academic models relating to management solutions involving operations and projects.

  1. Demonstrate the following skills and abilities
  • Ability to analyse and evaluate the operational and project requirements of organisations and generate appropriate and coherent administration and planning recommendations and choices.

 

 

 

 

 

 

What am I required to do in this assignment?
You will be Case Study data on the operations of Luton Town Residences (LTR) with a focus on data storage and sharing, internal communications and collaboration. With this information you will be required to write a 3,600 word business report (word-count excluding cover page, bibliography/reference list and appendices) with responses to the following:

 

1.              Give reasoned recommendations to improve and/or add to the LTR operations and business systems from the Case Study. Support your recommendations with high-quality evidence.

 

2.              Present a Project Plan to implement your operational recommendations, including, at minimum, a WBS (Work Breakdown Structure), Network Diagram and attempt at CPA, Risk Management Plan and proposed Budget.

 

Additional Guidance

 

  1. The balance between case study analysis and the actual planning/recommendations– ensure that your submissions are balanced with regards to analysis and recommendations. For example, do not use a lot of space summarising the case study, at the expense of developing your recommendations and considering potential issues.
  2. Vagueness – your project planning needs to be very specific; stating that a deliverable will be produced is not sufficient unless you clearly present a plan to achieve that deliverable. You need to explain the rationale behind your choices, the academic tools/frameworks used, the issues that you took into consideration and also demonstrate that you have given some thought to the implementation and implications of your recommendations.
  3. Academic content – you are expected to include academic material into your report rather than relying upon online sources alone. You need to demonstrate an understanding of the theoretical background of operations and project management through your citation of relevant academic content.
  4. Executive summary – an executive summary should be written in a way that allows the executive who reads it to know what the problem is and how it is to be solved. Essentially, it is a summary of your problem statement, objectives and how to achieve them (i.e. how to solve the problem).
  5. Presentation and structure – to achieve an excellent grade, your presentation also should be excellent – this includes numbering tables, referencing correctly etc. Do not present a lot of data and information in tables as appendices. Data or statistics that refer directly to your discussion in the main body, should be presented in the main body. Tables and figures – tables and figures need to be numbered and each should have a title that is self-explanatory. Your analytical content must be high, demonstrating critical thinking and the ability to apply relevant marketing concepts
  6. Word limit – 3,600 words. This will exclude your references in the executive summary, reference list, title page, table of contents and the appendices. Please, note that your cover page must have your Full Name and ID Number.

 
What method(s) of data collection would be most appropriate to measure the behavior defined in the scenario?

Description

Be sure to identify either A or B in your Discussion Post Title. Identify the dependent variable(s) in the case. What method(s) of data collection would be most appropriate to measure the behavior defined in the scenario? Provide a rationale as to why the chosen method(s) of data collection would be most appropriate? What, if any, limitation does this data collection method have? How would you account for reliability and validity of your measurement procedures? Create a set of hypothetical data (using 8 – 10 data points) to align with the scenario and create a basic graphical representation that aligns with APA conventions for one set of behavioral data. Save your graph as a PDF document and attach it to the discussion posting.

CASE STUDY B: Sarina Sarina is a 6-year-old who engages in non-compliant behavior and physical aggression. These behaviors are evident both at home and at school. Frequently, when given a direction to complete a task, Sarina will refuse to comply, shouting things such as “No!” or “I don’t feel like doing that!” When her parents or staff attempt to redirect her non-compliance, she will become physically aggressive and attempt to hit or kick others. She has also been observed throwing objects and destroying property when she gets upset under these circumstances. Sarina’s aggressive behavior has caused minor injuries to both classmates and her younger brother.

What impact does Instagram Use have on Romantic Relationships amongst University Students?

Topic:

Psychology Counselling and Psychotherapy. “What impact does Instagram Use have on Romantic Relationships amongst University Students?” The examination of the perceptions Men and Women university students have of Instagram’s Influence on Romantic Relationships.

Description

Critical evaluation of reviewed material showing independent reading All material relevant to research aims / questions Sound theoretical grounding for the research Logical derivation of research aims/question/hypotheses derived from existing literature Clear, well supported rationale Research question/hypotheses included at the end of the introduction Variables included in research properly justified

Consider the 3 theoretical change management themes – the themes will focus on the fundamental changes that have taken place over the past 5 years. How were these ideas implemented within the real life scenarios and what policies or procedures were changed consequently?

Topic:

Consider the 3 theoretical change management themes – the themes will focus on the fundamental changes that have taken place over the past 5 years. How were these ideas implemented within the real life scenarios and what policies or procedures were changed consequently? Furthermore, what were the reporting mechanisms and any potential auditing of results

Description

Themes: 1. 1250 words Organisational and leadership change- situational leadership theory-4 leadership styles for providing situational leadership(telling,selling,participating and delegating). What is this? Definition and description.Then talk about telling, selling, participating and delegating as the 4 leadership styles in the theme, then reference the material.how was this actual idea been implemented in the real life scenario- government, nhs etc put policies in places..they have done something but actually didn’t work so what did they do, they have changed the policies or procedures and furthermore what reports and mechanisms were put in place.Situational leadership could be required during times of change —— apply the theory to the context and look at over the last 5 years how that theoretical perspective being considered in the scenario? Eg. What happened in the past 5 years in the world of management, what significant changes have we seen? We look at some example 1st then we can apply a theory to each one of those examples . How do we know the new policies are successful? Who is telling us… example given: nhs waiting time in a&e , ideally within 4 hourslooking at the Welsh gov website compare and contrast when did they set the 4 hrs limit, at what date was that set, how were they achieving that?what is the process moving forward reducing the waiting time?. Integrating this we can ask how do they tell and selling this to the population, are they negotiating with the gp? Theme 2. 1250words Managing change and planning for change- Kotters 8 step Model Theme definition, description and apply to our example. 3. 1250wordsAuditing and Reporting Change- DICE Boston Consulting Group(2005) – definition, description and apply to our example. Intro aprox 500, theme 1 approx 1250 theme 2 aprox 1250theme 3 aprox 1250 conclusion aprox 500, references

How has our use of natural resources changed over time?

Overview

The final project for this course is the creation of a paper that will be a comprehensive personal reflection and action plan focused on personal natural resource use. The purpose of this assignment is to demonstrate mastery of the course concepts and encourage students to incorporate course learning into an applicable future choice plan. The purpose of the presentation component (graded separately) is to effectively demonstrate your plan to peers and for peer review of their ideas. The project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Five. The final paper is due in Module Seven. This project will assess your mastery with respect to the following course outcomes:  What are natural resources and how do we use them?  How has our use of natural resources changed over time?  How does the use of natural resources impact our environment? o Apply scientific principles to make informed decisions about resource use o Recognize and act on essential components of academic integrity o Examine students’ perspectives of how they fit into the world community o Examine students’ responsibility as stewards of the environment  Identify important connections between human and resource use  Become proficient at integrating and applying skills learned to everyday life  Demonstrate awareness of how natural resource use impacts their daily lives Prompt Your final project will be a personal reflection and action plan paper on one or two natural resources that you would like to focus on to make personal changes, from the general categories of animals, plants, water, air, soil, minerals, food, and energy sources. This assignment moves beyond recycling and packaging reduction to a real and significant lifestyle change regarding natural resource use. In addition to providing background information on your proposed personal changes, your action plan requires you to include how you would execute your plan. This will help to ensure that scope and feasibility for your plan exist. For example, if you were to get rid of all toxic cleaning supplies in your home, what steps would you need to take? What resources would you need? What costs would there be? How would you go about accomplishing these steps and goals? 2 The following critical elements must be addressed in the final paper. I. Provide an introduction that describes the topic. Specifically: a) Define the scope of the topic. What are the natural resources involved? How were they created? How are they used and obtained? b) Briefly indicate the importance of this topic to: i. You personally ii. American society iii. The global community II. Section 1: History and Contemporary Viewpoint. Include and build upon your Section 1 submission (Background, Historical Awareness in America, Historical Awareness Globally) from Milestone Two by incorporating instructor feedback and by adding: a) A synopsis of the historical development of the topic from inception through modern‐day usages, both in American culture as well as the global culture, focusing on the most significant developments and contributors to the topic. b) A timeline of the most significant developments and contributors (e.g., scientists, activists) to the topic to provide a summary of the most important events and who was involved. III. Section 2: Local Real‐World Applications and Specific Steps. Include and build upon your Section 2 submission (Opportunities and Hurdles) from Milestone Two by incorporating instructor feedback and by adding: a) A synopsis of the opportunities for change and the hurdles that you will have to overcome. b) Outline an action plan of specific steps that you will need to take to make the change happen. All projects should include the following, plus any additional items that are project‐specific: i. The short‐ and long‐term costs to implement your change (for example, monetary, social, time, effort, etc.) ii. The personnel and/or skills needed and availability (e.g., electrician, local politicians, HOA managers and members, construction crews, yard work) iii. A timeframe (e.g., time necessary for planning stage, implementation stage, most limiting time‐based action items, etc.) iv. Local laws and regulations (e.g., local and state water laws, HOA regulations, organic designation laws, etc.) IV. Section 3: Global Significance, Impact, and Applications. Compare and contrast local (i.e., local to you) versus global application of your chosen topic as well as the global significance and impacts for this type of change locally and globally. Depending on your topic selection, this may include comparisons to both a developed country and a developing country or between two widely differing areas of America. Specifically: a) Describe two key differences between your chosen comparison communities (i.e., your own and another). They might concern the cost of making a change, skilled personnel needed and availability, or differences in local laws and regulations. For example, in California there may be many local regulations/laws that have to be addressed before you could disconnect your home from city water and sewage to use your own water‐recycling system, whereas in a city in Pakistan there may be no regulatory oversight. b) Describe two key similarities among your chosen comparison communities (including your own). For example, in both California and Pakistan, finding skilled labor and the right equipment for an in‐home gray water recycling system might be difficult. 3 V. Conclusion a) Summarize the use of natural resources and environmental impacts relevant to your selected topic. b) Describe what skills and resources are required to address this topic. c) Reflect on how your knowledge of the topic has changed over the course of your research, ensuring that you address instructor feedback.