· Explain the methods you plan to use to evaluate the effectiveness of your campaign

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Compile all the elements of the plan and create a descriptive narrative detailing each aspect of your public health campaign to prepare it for implementation. Create a 10- to 12-page narrative includi

Compile all the elements of the plan and create a descriptive narrative detailing each aspect of your public health campaign to prepare it for implementation. Create a 10- to 12-page narrative including all the elements from Parts I through IV of your communication plan. Do not cut and paste the same material you have created in the previous weeks. Incorporate instructor and colleague feedback and create a new descriptive narrative of your communication plan with all the required elements. Refer to the Communication Plan Guidelines and the Final Project Guidelines in this week’s Required Resources for the Communication Plan criteria. USE THIS COMMUNICATION GUIDE 

Briefly explain how you plan to implement your public health campaign including timeline/milestones and marketing strategies

·         Briefly explain your public health message and justify why you believe it would promote change within your target audience

·         Briefly explain three ways your public health campaign may be adopted within your target audience

·         Briefly explain how you would incorporate culturally relevant and sensitive materials in your campaign

·         Explain two potential legal or ethical issues that you may have to consider prior to implementing your campaign and explain two ways you might address those issues

·         Explain the methods you plan to use to evaluate the effectiveness of your campaign

·         Explain two ways your public health campaign can promote social change

A special focus of this course is executive communications that are succinct, strategic, and supported. Accordingly, your initial post should not exceed 500 words in the discussion forums. Follow-up p

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A special focus of this course is executive communications that are succinct, strategic, and supported. Accordingly, your initial post should not exceed 500 words in the discussion forums. Follow-up p

A special focus of this course is executive communications that are succinct, strategic, and supported. Accordingly, your initial post should not exceed 500 words in the discussion forums. Follow-up posts should not exceed 300 words.

Select any one of the following starter bullet point sections. Review the important themes within the sub questions of each bullet point. The sub questions are designed to get you thinking about some of the important issues. Your response should provide a succinct synthesis of the key themes in a way that articulates a clear point, position, or conclusion supported by research. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.

  • The training and development model is a cycle that starts with evaluating needs, then developing responses or interventions, then, conducting the response, and evaluating the results. The evaluation output becomes input for a new evaluation phase. How well does your current organization follow the model? In other words, does your organization perform ongoing needs assessment, design appropriate interventions, and provide continuous feedback to develop individuals, teams, leaders, and the organization? If your organization does, what evidence do you see that the training and development cycle is having a positive effect? If your organization doesn’t, what reasons might exist for such failure? In both cases (whether your organization does or does not follow the training and development cycle), how could training and development be improved? Leadership lessons you can learn?
  • Multiple intervention activities are possible to address training and development needs. Examples include on-the-job training and role-playing. Describe some of the intervention activities used by your organization. What has worked well? What has not worked well? What should your organization consider using? What other possible methods (besides what was provided in the lecture) are available to use?
  • Have the leaders for whom you have worked utilized a strengths-based or weaknesses-based approach to feedback, performance review, and/or coaching? Provide an example of how a leader has used one or the other approach. How did the leader’s strengths- or weaknesses-based approach impact your performance, your emotions, and/or your development? What lessons can you learn for your own leadership performance?
  • In your own personal and professional development, have you focused more on your strengths or on your weaknesses? How has that approach impacted the way you feel about yourself, and how has it impacted your performance? Can you identify one used or realized strength (remember, it needs to be something that energizes you . . . not just something that you do well)? How can you use that strength more? Can you identify one unused or unrealized strength? How might you start to use that strength? Can you identify one learned behavior (something that you do well but which de-energizes you)? Can you identify one weakness? How might you manage the learned behavior and weakness so that you do not become de-energized? In essence, how might you articulate a development plan for yourself?

Project: CoachingCoaching Session 2People often seek the assistance of coaches for support when they are trying to make positive changes in life. These changes can be as simple as arriving at work on

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Project: CoachingCoaching Session 2People often seek the assistance of coaches for support when they are trying to make positive changes in life. These changes can be as simple as arriving at work on

Project: Coaching

Coaching Session 2

People often seek the assistance of coaches for support when they are trying to make positive changes in life. These changes can be as simple as arriving at work on time each day or more complex objectives encompassing time or life management, motivation, decision making, lifelong learning, and behavior modification. 

Week 3 Assignment

Last week, you helped your coachee identify a couple of professional objectives and the importance of those objectives. This week, continue to discuss with your coachee the relevance of the objectives you have identified as priorities. What short-term and long-term benefits might your coachee realize when these objectives are achieved? Is your coachee facing any challenges, roadblocks, or resistance? Is your coachee fearful or resistant, on any level, to make changes necessary to achieve these objectives? What does the coachee need to do to overcome the challenges, fear, or resistance?

As you ask meaningful and thought-provoking questions, gently guide your coachee to the answers that lie within. Avoid directing your coachee or offering solutions before the coachee has had ample time to explore and develop answers and solutions. The focus of this week’s session is not on developing action plans to achieve the objectives. Rather, it is to assess the things that might prevent the coachee from achieving them.

For this second coaching session, submit a coaching report that provides the following information: 

  • Recap the coaching session (1 to 2 pages)
    • Where did the session occur?
    • When did it occur?
    • Who was being coached?
    • Who was the coach?
    • Summarize the conversation. Who said what?
    • Any key details about the relationship or interaction that need to be recorded? (e.g., impressions, difficulties, opportunities, things that were missed, things to explore in the future, boundaries, parameters, etc.).
  • Analyzed the short- and long-term benefits to the coachee for achieving the objectives (½ to 1 page).
  • Assessed the challenges, resistance, and fears that might prevent the coachee from achieving the objectives (½ to 1 page).
  • Assessed what the coachee might need to do to overcome the challenges, resistance, and fear (½ to 1 page).
  • Clarify the action steps that you (as coach) need to complete prior to the next coaching session. For example, what information do you need to research? What resources do you need to locate? What follow ups do you need to complete? What skills do you need to refine? (¼ to ½ page). 

Submission Details:

  • Submit your report in a three- to five-page Microsoft Word document, using APA style.

Create a 10- to 12-page narrative including all the elements from Parts I through IV of your communication plan.

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Diffusion of Innovation”Just as energy is the basis of life itself and ideas the source of innovation, so is innovation the vital spark of all human change, improvement, and progress.” Ted Levitt, e

: Diffusion of Innovation

“Just as energy is the basis of life itself and ideas the source of innovation, so is innovation the vital spark of all human change, improvement, and progress.” Ted Levitt, economist

NOTE:

MY  Public health Campaign IS ON  VESICO-VAGINAL FISTULA (VVF) – ‘THE SOCIO-PSYCHOLOGICAL IMPACT OF VVF ON YOUNG  ADULT GIRLS  IN AFRICA. (CULTURALLY, HEALTH INTERVENTION AND SOCIAL BEHAVIORAL CHANGE)

If innovation is the heart of human change then public health leaders must be creative and develop innovative ideas and messages about public health issues. In 1985, after the onset of the AIDS epidemic, a group of people got together to memorialize loved ones who succumbed to AIDS and to increase the public’s awareness of this devastating disease. Thus giving birth to The AIDS Memorial Quilt. In October 1987, the Quilt was first displayed on the National Mall in Washington, DC. The Quilt had 1,920 memorial panels and over a half a million people viewed the Quilt at its inaugural display. In 1989, The Quilt was nominated for a Nobel Peace Prize and to this day remains “the largest community art project in the world.” Currently, it consists of over 44,000 panels and has raised over 3 million dollars for AIDS organizations (The AIDS Memorial Quilt, n.d.). Think about how this small, innovative idea evolved into an initiative adopted by communities around the world.

Reference:

The AIDS Memorial Quilt (n.d.). The NAMES Project Foundation. Retrieved from http://www.aidsquilt.org/about/the-names- explore the principles of the diffusion of innovation model which examines how innovative ideas are adopted into communities and consider how you can apply these principles to your own public health campaign. In addition, you submit the first part of your final project, the Communication Plan.

Learning Objectives

lMY  Public health Campaign IS ON  VESICO-VAGINAL FISTULA (VVF) – ‘THE SOCIO-PSYCHOLOGICAL IMPACT OF VVF ON YOUNG  ADULT GIRLS  IN AFRICA. (CULTURALLY, HEALTH INTERVENTION AND SOCIAL BEHAVIORAL CHANGE):

USING THE BELOW OUTLINE REFER TO MY HEALTH CAMPAGN ABOVE

  • Analyze the principles of the diffusion of innovation model
  • Create a Communication Plan for a public health campaign

Photo Credit: [artvea]/[Digital Vision Vectors]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Chun, G.J., Sautter, J.M., Patterson, B.J., McGhan, W.F. (2016) Diffusion of Pharmacy-Based Influenza Vaccination Over Time in the United States. Am J Public Health. 106(6):1099-100. doi: 10.2105/AJPH.2016.303142. PMID: 27077353.

Note: Retrieved from the Walden Library databases.

Olsson, A., Skovdahl, K., Engström, M. (2016) Using diffusion of innovation theory to describe perceptions of a passive positioning alarm among persons with mild dementia: a repeated interview study. BMC Geriatr. 16:3. doi: 10.1186/s12877-016-0183-8. PMID: 26745961.

Document: Communication Plan Guidelines (Word document)

Document: Final Project Guidelines (Word document)

Discussion: Diffusion of Innovations

Diffusion of innovation is a theoretical framework explaining how new ideas or “innovations” are spread through specific communication mediums over time to communities, social systems, or cultures (Rogers & Scott, 1997). It also looks at how quickly the information can be adopted into a community, social system, or culture. There are several things to consider. First, if the information is relevant and advantageous to the targeted audience, the quicker it becomes adopted. Second, the more compatible the idea or message to the needs, values, and experiences of the target audience, the quicker the adoption. Third, the less complex an idea or message is, the easier it is to adopt in the community because it can be more easily understood. Fourth, if you test the message or idea, you can determine whether or not it fits into the target audience and is more likely to be clear in its communication. Fifth, the easier it is for the target audience to see the results of the message or idea, the easier it is to adopt it (Rogers & Scott, 1997). In a time of increasing technological advantage, you must understand the role that media and social media outlets play in the spread of innovative ideas and how you may utilize media and social media in your current and future public health campaigns.

For this Discussion, consider the principles of the diffusion of innovation model and which are most important for you to consider in the development of your public health campaign. Using the Walden library, select an article describing the diffusion of innovation model and analyze its results.

Reference:Rogers, E. M., & Scott, K. L. (1997). The diffusion of innovations model and outreach from the national network of libraries of medicine to Native American communities. National Network of Libraries of Medicine. Retrieved from http://nnlm.gov/pnr/eval/rogers.html

With these thoughts in mind:

By Day 3

Post a brief summary of the article you selected. Explain how the diffusion of innovation was used. Then explain one of the principles of the diffusion of innovation model that is most important for you to consider in the development of your public health campaign and explain why. Be specific and use examples to illustrate your points.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

By Day 5

Respond to your colleagues’ postings and discuss which principles of the diffusion of innovation are most important to consider as a public health leader and suggest how your colleagues can incorporate them into his or her public health campaign.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 10 Discussion:

Final Project: Part I-

 MY  Public health Campaign IS ON  VESICO-VAGINAL FISTULA (VVF) – ‘THE SOCIO-PSYCHOLOGICAL IMPACT OF VVF ON YOUNG  ADULT GIRLS  IN AFRICA. (CULTURALLY, HEALTH INTERVENTION AND SOCIAL BEHAVIORAL CHANGE)

Throughout this course, you have created elements of your communication plan.

 Compile all the elements of the plan and create a descriptive narrative detailing each aspect of your public health campaign to prepare it for implementation.

Create a 10- to 12-page narrative including all the elements from Parts I through IV of your communication plan.

 Create a new descriptive narrative of your communication plan with all the required elements.

Refer to the Communication Plan Guidelines and the Final Project Guidelines in this week’s Required Resources for the Communication Plan criteria.

Data Collection MethodsOnce you have a purpose, a question, and a design in mind, you will be in a good position to determine the best methods for obtaining a sample and collecting data.Some of the v

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Data Collection MethodsOnce you have a purpose, a question, and a design in mind, you will be in a good position to determine the best methods for obtaining a sample and collecting data.Some of the v

 Data Collection Methods

Once you have a purpose, a question, and a design in mind, you will be in a good position to determine the best methods for obtaining a sample and collecting data.

Some of the various sampling and data collection methods, as covered in this week’s readings, can be used across different research designs—quantitative, qualitative, or mixed. Again, as in previous weeks, the important consideration is to ensure that there is alignment among the various components of a research study, including its purpose, research questions, design, sample, and methods.

As you consider sampling strategies and methods for collecting data, you might visit Walden University’s Participant Pool to view the descriptions of research studies currently available for participation. You will likely notice a variety of sampling methods reflected in participant eligibility criteria and various data collection methods being used by student and faculty researchers in the Walden community.

This week, you will evaluate the strengths and limitations of sampling methods and data collection methods, and you will consider their ethical implications. You will also develop an annotated bibliography of quantitative, qualitative, and mixed methods research articles.

Learning Objectives

Students will:

·         Defend sampling methods

·         Explain strengths and limitations of data collection methods

·         Apply strategies for addressing ethical issues in data collection

·         Develop an annotated bibliography

·         Apply APA Style to writing

Photo Credit: [Andrew Brookes]/[Cultura]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. doi: 10.1177/2345678906292430

Retrieved from the Walden Library databases.

Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281–316. Retrieved from http://nsuworks.nova.edu/tqr/vol12/iss2/9

“A Typology of Mixed Methods Sampling Designs in Social …

nsuworks.nova.edu

This paper provides a framework for developing sampling designs in mixed methods research. First, we present sampling schemes that have been associated with …

Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105–124.

Retrieved from the Walden Library databases.

Walden University: Center for Research Quality. (2015a). Data resources & support: Home. Retrieved from http://academicguides.waldenu.edu/researchcenter/dataresources

Download the “Sources of Data for Research: A Research Primer” document.

Academic Guides: Data Resources & Support: Home

academicguides.waldenu.edu

Academic Guides: Data Resources & Support: Home

Walden University: Center for Research Quality. (2015d). Research resources: Walden University participant pool. Retrieved from http://academicguides.waldenu.edu/researchcenter/resources/participantpool

Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633

Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies

Required Media

Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved from https://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false

PART A ASSIGN- USE REFERENCES ABOVE

Discussion: Sampling and Collecting Quantitative and Qualitative Data

It is often not possible or practical to study an entire population, so researchers draw samples from which they make inferences about a population of interest. In quantitative research, where generalization to a population is typically valued, a researcher’s ability to make such inferences is only as good as the sampling strategy she or he uses to obtain the sample. Once an appropriate sample has been obtained, data collection should involve valid and reliable measures to ensure confidence in the results, as well as the ability to generalize the research outcomes. Although generalization is typically not a goal in qualitative research, sampling is just as important in qualitative and mixed methods research, as is obtaining reliable and valid results. Indeed, for quantitative, qualitative, and mixed methods research, sampling strategies and accurate data collection methods are critical aspects of the research process.

Specific methods of data collection (e.g., surveys, interviews, observations) produce specific types of data that will answer particular research questions, but not others; so here too, as covered in previous weeks, the research questions inform how the data will be obtained.  Furthermore, the method used to collect the data may impact the reliability and the validity of that data.

For this Discussion, you will first consider sampling strategies. Then, you will turn your attention to data collection methods, including their strengths, limitations, and ethical implications. Last, you will consider measurement reliability and validity in the context of your discipline.

With these thoughts in mind, if your last name starts with A through L, use Position A. If your last name starts with M through Z, use Position B.

Position A: Probability sampling represents the best strategy for selecting research participants.

Position B: Nonprobability (or purposive) sampling represents the best strategy for selecting research participants.

Post a restatement of your assigned position on sampling strategies.

Defend your position with examples and support from the scholarly literature.

Next, select a data collection method and briefly explain its strengths and limitations.

Then, identify a potential ethical issue with this method and describe a strategy to address it.

Last, explain the relationship between measurement reliability and measurement validity using an example from your discipline.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

PART B

Assignment: Annotated Bibliography

Submit: Annotated Bibliography

This week, you will submit the annotated bibliography introduced in Week 3.

An annotated bibliography is a document containing selected sources accompanied by a respective annotation. Each annotation consists of a summary, analysis, and application for the purpose of conveying the relevance and value of the selected source. As such, annotations demonstrate a writer’s critical thinking about and authority on the topic represented in the sources.

In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful precursor for gathering sources in preparation for writing a subsequent literature review.

·         Locate six articles on a research topic of your interest—two quantitative research articles, two qualitative research articles, and two mixed methods research articles—published in peer-reviewed journals.

·         Prepare an annotated bibliography that includes the following:

o    A one-paragraph introduction that provides context for why you selected the research articles you did.

o    A reference list entry in APA Style for each of the six articles that follows proper formatting. Follow each reference list entry with a three-paragraph annotation that includes:

§  A summary

§  An analysis

§  An application as illustrated in this example

o    A one-paragraph conclusion that presents a synthesis of the six articles.

·         Format your annotated bibliography in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.

Submit your Annotated Bibliography.

Describe the philosophical or theoretical basis for teaching approaches used in the lesson.

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Assignment 2: Course Project—Part 1Your assignment for this week entails working on an introduction for your project. The introduction should:Contain the title of the lesson.Identify and describe th

Assignment 2: Course Project—Part 1

Your assignment for this week entails working on an introduction for your project. The introduction should:

  • Contain the title of the lesson.
  • Identify and describe the learners.
  • Describe the educational setting: staff development, patient education, family education, and so forth.
  • Include learner assessments: educational level, developmental level, readiness to learn, and so forth.
  • Provide a purpose and rationale for selecting the topic/disease.
  • Describe the philosophical or theoretical basis for teaching approaches used in the lesson.
  • Focus on 1 disease/3 audiences.
  • Support answers with relevant examples and journal articles.

On a separate references page, cite all sources using APA format.

  • Use this APA Citation Helper as a convenient reference for properly citing resources.
  • This handout will provide you the details of formatting your essay using APA style.
  • You may create your essay in this APA-formatted template.

By the due date assigned, submit this week’s project assignment in a 5- to 6-page paper to the Submissions Area. Be sure to use appropriate APA formatting. Write in paragraph form; do not use a table format.

plagiarim less than 25% please

Excel and Communicating Public Health Data

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Excel and Communicating Public Health DataThis SLP consists of two parts:Part I: Return to the Health Literacy Education site at http://www.cdc.gov/healthliteracy/findtraining/onlinecourse.html and co

Excel and Communicating Public Health Data

This SLP consists of two parts:

Part I: Return to the Health Literacy Education site at http://www.cdc.gov/healthliteracy/findtraining/onlinecourse.html and complete the training for “Creating Easier to Understand Lists, Charts, and Graphs” course. Once you are at this site, select the course from the list of available courses in the left-hand column.

Complete the evaluation at the end, select “Print Certificate” and submit it to meet the requirements for Part I of your SLP assignment.

Part II: You will apply the concepts you learned from the online CDC course by making a chart or table.

To meet the requirement for Part II, create a simple illustration of the data you worked with in your Case 3 assignment. Options include a pie chart, table, or bar chart illustrating the data you worked with in your Case 3 assignment, and the display should be chosen based on what you learned about creating lists, charts, and graphs for public health communication. You may choose to use the Obesity data or the custom data you generated in Case 3 to make the visual illustration.

SLP Assignment Expectations

Create your chart, table, or graph in Excel, and then copy and paste it into a PowerPoint slide. Use the PowerPoint formatting and text tools to include a title and any other important information on your slide. Submit both the certification of completion of the CDC course, and your PowerPoint slide to your SLP dropbox by the module due date.

Which of the following psychological theories is not representative of Determinism, the belief that outside forces determine who we are?

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QUESTION 1 In order to organize and understand our world we need frames of reference paper clips scrapbooks and labels calendars 0.2 points QUESTION 2 Frames of reference help you to pay your taxes o

QUESTION 1

In order to organize and understand our world we need

frames of reference

paper clips

scrapbooks and labels

calendars

0.2 points

QUESTION 2

Frames of reference help you to

pay your taxes

organize and understand your world

shift your paradigms

think creatively

0.2 points

QUESTION 3

A newer field in psychology, emphasizing the study of emotional health and well-being is referred to as

Health Psychology

Positive Psychology

Transpersonal Psychology

Holistic Psychology

0.2 points

QUESTION 4

All of the following are reframing strategies discussed in your book EXCEPT

compassion

humor

life as a tragedy

stepping into the shoes of the other

0.2 points

QUESTION 5

Which of the following statements is true?

All forms of humor are equally useful.

Hostile humor that puts others down can have negative effects.

Self deprecating humor is to be avoided.

none of the above

0.2 points

QUESTION 6

Which of the following is not true about brain neuroplasticity?

Our brains never stop changing and adjusting.

As we age, our brain’s networks become fixed.

Our brain has the capacity to change its internal structure by reorganizing neural pathways based on new experiences.

Exercising or stimulating your brain helps build up brain reserve.

0.2 points

QUESTION 7

Which of the following psychological theories is not representative of Determinism, the belief that outside forces determine who we are?

Behavioral theories

Cognitive Behavioral theories

Biological theories

Freudian psychodynamic theories

0.2 points

QUESTION 8

To increase proactivity, it is recommended that you

keep your promises

set small goals and achieve them

look for outside causes for your problems

a. & b.

0.2 points

QUESTION 9

Which statement is true about students with an internal locus of control?

They recognize the connection between their efforts and their grades.

They are self-motivated and optimistic.

If they fail a test, they blame the teacher.

a. & b.

0.2 points

QUESTION 10

Irrational beliefs can be modified using

cognitive restructuring techniques

behavior modification

electroconvulsive therapy

aversive conditioning

0.2 points

QUESTION 11

Self-efficacy is

genetically determined

learned through modeling or copying others

unrelated to locus of control

correlated to reactive behaviors

0.2 points

QUESTION 12

Spurious correlations can be associated with

racial prejudice or stereotyping

selective perception

statistical inaccuracies

a. & b.

0.2 points

QUESTION 13

The first step in cognitive restructuring is to

identify the irrational belief that is underlying your reaction

substitute a rational belief for an irrational one

challenge the irrational belief

practice relaxation

0.2 points

QUESTION 14

In general, optimists

are not as happy as pessimists

are healthier than pessimists

are less productive at work than pessimists

do not perform as well academically in school as pessimists

0.2 points

QUESTION 15

To become more optimistic

repeat positive affirmations to yourself

challenge pessimistic thoughts

utilize denial

None of the above

0.2 points

QUESTION 16

The most important aspect of optimistic thinking involves

defensive pessimism

wishful thinking

repeating positive affirmations to yourself

challenging negative, irrational thoughts and substituting rational thoughts

0.2 points

QUESTION 17

Defensive pessimism is an effective coping mechanism for individuals who

are depressed

are unlucky

are anxious and need to plan to reduce their anxiety level

are dispositional pessimists

0.2 points

QUESTION 18

Having high self-esteem contributes to effectiveness because

people with high self-esteem are luckier

people with high self-esteem have faith in themselves, which enhances the ability to do your best

people with high self-esteem have higher incomes

all of the above

0.2 points

QUESTION 19

Which of the following is characteristic of the permissive-indulgent parenting style?

very loving and involved in the child’s life

failure to set meaningful limits or controls for the child

spoils the child

all of the above

0.2 points

QUESTION 20

The “malevolent attitude” as described by Harry Stack Sullivan refers to

becoming evil towards other people

the belief that you are surrounded by enemies

the belief that you don’t deserve to be treated well

b. & c.

0.2 points

Discussion (Nursing Field related PleaseBefore beginning work on this week’s discussion forum, please review the link “Doing Discussion Questions Right,” the expanded grading rubric for the foru

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Discussion (Nursing Field related PleaseBefore beginning work on this week’s discussion forum, please review the link “Doing Discussion Questions Right,” the expanded grading rubric for the foru

Discussion (Nursing Field related Please

Before beginning work on this week’s discussion forum, please review the link “Doing Discussion Questions Right,” the expanded grading rubric for the forum, and any specific instructions for this week’s topic.

By the due date assigned, submit your response in the Discussion Area below, using the lessons and vocabulary found in the reading.

A special focus of this course is executive communications that are succinct, strategic, and supported. Accordingly, your initial post should not exceed 500 words in the discussion forums. 

Select any one of the following starter bullet point sections. Review the important themes within the sub questions of each bullet point. The sub questions are designed to get you thinking about some of the important issues. Your response should provide a succinct synthesis of the key themes in a way that articulates a clear point, position, or conclusion supported by research. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.

  • Individual development is described as a short-term orientation to performance improvement. In contrast, career development is a more long-term approach. Which has the greatest impact on the organization (individual development or career development)? What types of topics or activities might be used for each (individual versus career development)? Should development always focus on job- or organizational-specific concerns or might development include any type of development for an individual (including things that don’t specifically relate to the job/organization)? Leadership lessons you can learn?
  • Many organizations suggest that human resources (HR) are their most valuable resource. A competitive advantage can be achieved by maximizing everyone’s contribution. Therefore, sustainable competitive advantage is based on an organization’s ability to utilize its most valuable resource—people. Relative to physical and financial resources, how important are human resources? In other words, are human resources more important? Less important? Of the same importance? What factors should we consider when trying to answer these questions? Do you agree that the only way to sustain a competitive advantage is through an organization’s HR? Leadership lessons you can learn?
  • Have you ever had a leader who was also a good coach? What did she or he do? How did she or he make you feel? What were some of the attributes that she or he possessed? Was there one attribute that seemed to be most important or most crucial to being a good coach? Leadership lessons you can learn?
  • Organizational and leadership experts can perform at least two different roles. One is the role of a consultant. The other is the role of a coach. What is similar about a consultant and a coach and the process that each uses? What is different? Can the same person perform both? Can the same person perform both in the same organization? Are there other similar roles (e.g., counselor, advisor, mentor, etc.)? How do those roles compare/contrast to the coaching role? Leadership lessons you can learn?

Evaluate the personal and professional improvements the coachee hopes to make after the objectives are achieved (generally ½ to 1 page).

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Week 2 ProjectProject: CoachingCoaching Session 1This week, you and your coachee will get acquainted, establish parameters, set boundaries, and begin creating a positive coaching rapport. As with any

Week 2 Project

Project: Coaching

Coaching Session 1

This week, you and your coachee will get acquainted, establish parameters, set boundaries, and begin creating a positive coaching rapport. As with any relationship, it is important to allow ample time for each party to feel comfortable with the other. Humor can be a critical element, especially during the early stages of a coaching relationship. Some initial stumbling is to be expected. The effective use of humor can deflect these obstacles and allow you and your coachee to quickly get back on track. 

Coaching is centered completely on the coachee, and it is the coach’s responsibility to stay focused on the coachee’s needs, goals, objectives, and challenges. Coaches don’t provide objectives in a directive manner. Rather, as a coach, your role is to listen, ask probing and appropriate questions, and guide your coachee to individual solutions. Coachees determine their own objectives. Coaches help them clarify those objectives. 

Week 2 Assignment

For your first coaching session, you and your coachee need to prioritize two key objectives to work on over the next four weeks. You will want to work with your coachee to analyze why those objectives are important to him or her and evaluate the professional improvements that might occur when the objectives are achieved. Make sure to review the Week 1 instructions for the types of objectives that are appropriate (e.g., work-related concerns). 

You will be preparing a weekly coaching report following your sessions. Consider the coaching report to be “case notes” that you can review as needed during the entire coaching process. For example, you might have a question during the third session about something that was determined during the first session. Having a good set of case notes will help you remember what was discussed and the decisions that were made. Accordingly, you need to take the time to organize the case notes into a cohesive report. 

For this first coaching session, submit a coaching report that provides the following information:

  • Recap the coaching session (generally 1 to 2 pages)
    • Where did the session occur?
    • When did it occur?
    • Who was being coached?
    • Who was the coach?
    • Summarize the conversation. Who said what?
    • Any key details about the relationship or interaction that need to be recorded? (e.g., impressions, difficulties, opportunities, things that were missed, things to explore in the future, boundaries, parameters, etc.).
  • Prioritize two key objectives for the coaching process and analyze why those objectives are important to the coachee (generally ½ to 1 page).
  • Evaluate the personal and professional improvements the coachee hopes to make after the objectives are achieved (generally ½ to 1 page).
  • Clarify the action steps that you (as coach) need to complete prior to the next coaching session. For example, what information do you need to research? What resources do you need to locate? What follow ups do you need to complete? What skills do you need to refine? (generally ¼ to ½ page). 

Submission Details:

  • Submit your coaching report in a three- to four-page Microsoft Word document, using APA style.
  • Name your document: SU_LEA6150_W2_LastName_FirstInitial
  • Submit your document to the Submissions Areaby the due date assigned.