Hi Interviewer
Thank you so much for meeting with me today. It was such a pleasure to learn more about Physical Therapy.
When I had experienced side effect of surgery, first I took acupuncture treatment and then took physical therapy. As the results, my symptoms were complete improved by both Acupuncture and Physical Therapy. That is why I would like to admit to Physical Therapy school even though I am studying about Acupuncture and I would like to help to treat many people who still suffered from their illness and physical disability. My future goal is to participate community service and missionary work for helping many people who can’t afford to take a treatment or cannot get a proper treatment because I fully understand them.
With your great passion, it was a great time to share your thought about the future of Physical therapy and you inspire me what I prepare for future physical therapy and after a graduation.
Thank you so much for taking your valuable time today. And I hope to see you again. I am greatly honored to talk to you today and I have learned from you, such as how you care about people as student and how you care about physical therapy.
For the interview and conversation today, I truly believed that Jesus Christ grant a realization to us through serendipity with some definite reason.
Thank you for giving me a great opportunity and experience today.
Applicant to DPT
Jason.
Today i underwent an interview
SAMPLE ANSWER
LETTER OF APPRECIATION
Dear Interviewer,
I am sincerely grateful for granting me the opportunity to attend the interview. I must confess that I really enjoyed getting to learn more about physical therapy, which I have grown to like overtime.
My interest in this field was conjured up by an occurrence in which I had experienced the negative effects of surgery. I was forced to undergo an acupuncture treatment, which was augmented with physical therapy. The combined action of the two occasioned my complete recovery, and ever since, I have always dreamt and desired of being admitted to a Physical Therapy School. Looking back, I believe that my accident led me to be here today by the purpose of Jesus Christ. As Jesus treated all people with endless love I would like to dedicate myself in treating patients with love and dedication for their well-being, and in order to achieve that goal, I believe a Christian foundation is really necessary to be a good medical practitioner. It is my hope that I shall be able to participate in community and missionary works, where I will commit my efforts to helping people who cannot afford quality treatment on their own or those who cannot get a proper treatment.
In light of my undying interest in this field, I must admit that it was a privilege sharing about physical therapy. Your thoughts and ideas are a great inspiration to me. I have learnt how to take care of people, both as a student, and as a physical therapy specialist. Since this was my first school interview, I felt uneasy and ill-prepared and my inexperience led me to lose my confidence. From this experience, I realize that I need to express myself in order to better convey my thoughts. If we have had more time, I could have benefitted much from our interview.
Jason.
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Advanced Practice Nursing:Emphasizing Common Roles
Order Instructions:
For this paper, I have provided a template that will be use to complete the assignment. The writer have to use the resources provided below the questions to research and complete the assignment , and take note to read the instructions carefully before completing the assignment. The instructions indicate that the writer will respond in the right hand column of each box, so its important to pay attention to details and get it right. APA is critical and the writer must also provide a reference page at the end,
For this assignment, you will research state (Washington DC) specific and national licensing and credentialing mechanisms specific to nurse practitioners. All of the links you will need have been provided under resources below. Research each mechanism and provide a description of the process in the right hand column next to the appropriate mechanism.
Centers for Medicare and Medicaid – National Provider
Identification Standard (NPI)
Nurses Service Organization (NSO)
SAMPLE ANSWER
Emphasizing Common Roles
Student Name
State of Residence
Licensure/Credentialing Mechanism
Description of Licensure/Credentialing Mechanism and Process
.
A nurse practitioner in order to get licensure must firstget education from a nationally education standard institution to show competencies for programs to help them in their role. NPs must also attend to the education process, of whichhas to graduate with master’s degree or postgraduate certificate that are accredited by the Washington Department of Education and/or The Council of Higher Education Accreditation. The third process is passing professional nursing certification program that is psychometrically sound, legally defensible, and which meets the overall nationally recognized accreditation standards for certification programs.
Washington DC’s State Board of Nursing requirements for NP Licensure are that all NPs are supposed to hold state licenses as RNs. In addition, NPs should have masters’ degrees. Moreover, NPs are required to get national certification. In Washington DC, a NP should have a completion of a formal advanced nursing education meeting the Washington Administrative CODE 246-839-305 (Institute of Medicine (U.S.) & Robert Wood Johnson Foundation, 2011).The other description is that, for licensure, there should a documentation of initial certification credential granted by the national certifying body recognized by the commission, approved ARNP specialty whose certification program is approved by the commission and subsequently maintain currency and competency as defined by a certifying body.
Special state requirements for prescriptive authority
Prescriptive authority in Washington DC requires APRN to have an initial thirty hours of contact of education in pharma therapeutics within the applicant’s SOP obtained within the two years period immediately prior to the application. An advanced pharmacology course taken as a part of the graduation program meets the requirement if application is made within the two years of graduation (Lentz, 2013). The other requirement is that there should be renewal of Rx authority every two years that requires 15 hours of pharmaco-therapeutic education within the area of practice. ARPNs are legally authorized to request, receive, and dispense pharmaceuticals samples. Prescriptions are labeled within the ARPNs name.
State Board of Nursing variations between CNS and NP scope of practice (e.g. diagnosing, prescribing therapeutic treatments, etc.
NPs in Washington undergo the first process of completing a preceptorship that is at least one year long to be allowed to function as a NP.The process of becoming CNS in Washington DC is by first completing at least 3 credit hours or 30 m contacts of pharmacology and clinical management of drug therapy or pharmacotherapeutics within 5 years of applying for APRN certification. This course must relate accordingly with the scope of practice. CNS must also complete a preceptorship that is at least one year long. This is because, In Washington DC, NPs’ scope of practice includes family care, diagnosis, psychiatric care, pediatric care, pharmacology primary health care, and adult care. On the other hand, CNS in Washington have a scope of practice that comprises the management of health and psychiatric problems, therapeutic methods band techniques, and involvement in innovation in the specialty area(Houck & Siegel, (2010).
Process for obtaining DEA number for prescriptive authority
General authority in Washington DC is to prescribe evidence of prescriptive authority by inclusion on the prescription of the prescriber’s title and state-issued Rx#. For an APRN to obtain DEA number in Washington DC, he or she must first fill an online DEA form that allows payment using VISA and MasterCard. Thisis mainly registration of an APRN. The second process is that the applicant is asked information about schedules of drugs. The third process is that the applicant is asked to mark the drugs schedules (Schedule III narcotic, Schedule III Nin Narcotic, Schedule IV and Schedule V). Thefourth process is that the applicant to have the Washington DC’s licensenumber(In Stanhope & In Lancaster, 2014).
Process for obtaining an NPI number
The applicant APRN in Washington DC submit a paper to Health and Human Services, a National Provider Services with data on name, mailing address, one practice address, license number, and gender. The National provider Services will check the information for consistency as well as standardizing the addresses. It also validates social security numbers and validates dates of birth. Upon passing this process, the applicant will receive permanent identifiers(Maurer & Smith, 2013).
ANCC certification title and description of requirements and process for acquiring certification
One of the requirements to obtain ANCC certification is that APRNs should first hold an active RN in Washington DC. An APRN should hold a master’s degree, postgraduate or doctoral degree from a practitioner program accredited by the Commission Nursing Education (CCNE), or Accreditation Commission for education in Nursing (ACEN). The program must not limit 500 faculty-supervised clinical hours.
APRN may apply for this computer-based test year round and test during a 90-day window at a time and location convenient to him or her. The exam allows 4 hours to answer 200 questions (175 scored plus 25 pretest questions that are not scored(Rapini, 2012)
Professional Liability Insurance (Insurance provider, description of policy and annual cost to NP)
.
In order for an APRN to obtain professional liability insurance, he or she must first become an APRN by profession. He or she must have a license based on Washington DC. On top of that, APRN will have to present his or her NPI and DEA numbers. In emphasis, the insurance cover will depend on the scope of practice of the APRN. The mechanism can be that the NP can obtain professional liability insurance for the nurse practitioner through the employing clinic, personally. Costs for professional liability insurance policies differ depending on the NPs scope of practice, the type of coverage, and the policy limits. Annual premium costs range from $600 to over $5,000 depending on the location of the practitioner, policy limits, and the NPs scope of practice(In Cherry& In Jacob, 2014).
References
Houck, M. M., & Siegel, J. A. (2010). Fundamentals of Forensic Science.Burlington: Elsevier Science.
Institute of Medicine (U.S.).,& Robert Wood Johnson Foundation. (2011). The future of nursing: Leading change, advancing health. Washington, D.C: National Academies Press.
In Cherry, B., & In Jacob, S. R. (2014). Contemporary nursing: Issues, trends, & management.
In Stanhope, M., & In Lancaster, J. (2014). Public health nursing: Population-centered health care in the community.
Lentz, Sydney. (2013). Advanced Practice Nursing: Setting a New Paradigm for Care in the 21st Century. Authorhouse.
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations.St. Louis, Mo: Elsevier/Saunders.
Rapini, R. P. (2012). Practical dermatopathology.Edinburgh: Elsevier/Saunders.
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The Case Study for this week is Building a Coalition, which appears on page 629 of the course text.
Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.
Your paper must include the following labeled sections.
Category Points Description
Part I: Group Development 15 Identify and summarize the stages of group development.
Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted The Woodson Foundation in building a cohesive coalition?
Support your conclusion with evidence from the case and our text.
Part II: Problem Identification 30 Identify key problems.
Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups’ goals.
Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.
Part III: Retrospective Evaluation 40 Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s).
Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion.
Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.
Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.
Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.
Part IV: Reflection 15 What would you advise as a strategy for managing diversity issues for program leaders?
Grading Rubrics Back to Top Criteria Failed to Meet Minimum Standards Met Minimum Standards
60% = 60 points, D Satisfactory
70% = 70 points, C Good
80% = 80 points, B Superior
90% = 90 points, A
Part I: Group Development
(15 points) No problem summary included
0 Identifies the stages of group development with some summary; does not tie theory back to the case
9 Identifies the stages of group development with some summary, and ties theory to the case situation with minimal supporting evidence from the case and text
11 Identifies the stages of group development and ties theory to the case situation with supporting evidence from the case and text
13 Clearly and accurately identifies the primary issues presented by the case with clear supporting evidence from the case
15
Part II: Problem Identification
(30 points) No possible solutions discussed
0 Discusses case in general terms with no insight into the real issues presented
20 Discusses issues presented by the case generally, without supporting references; identifies secondary issues, not primary issues
23 Identifies the primary issues presented by the case with some supporting references to the case
26 Clearly and accurately identifies primary and secondary issues presented by the case with clear supporting evidence from the case
30
Part III: Retrospective Evaluation
(40 points) None provided
0 Does not clearly identify or explain selected recommendation for solutions
27 Identifies recommended solutions with no implementation steps
31 Clearly identifies recommended solutions with discussion of implementation steps at a summary level
35 Gives a clear and focused analysis with implementation recommendations; directly relates selection to course readings
40
Part IV: Reflection
(15 points) None provided
0 Perfunctory effort at answering question
10 Summary level reflection on leadership
11.5 Good faith effort in examining leadership issue with supporting material
13.0 Well-presented insights into leadership issue with supporting material
15
THE CASE STUDY IS BELOW
CASE 3 Building a Coalition
Learning Goals
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
The citation provided is a guideline. Please check each citation for accuracy before use.
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
Conflict and Agreement in the Development Team
While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.
School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned that if Woodson assumes too dominant a role, the school board won’t be able to control the operations of the new system. The complexity of the school system has led to the development of a highly complex bureaucratic structure over time, and administrators want to make sure their policies and procedures will still hold for teachers in these programs even outside the regular school day. They also worry that jobs going into the new system will take funding from other school district jobs.
Woodson, founded by entrepreneur Theodore Woodson around 1910, still bears the hallmarks of its founder’s way of doing business. Woodson emphasized efficiency and experimentation in everything he did. Many of the foundation’s charities have won awards for minimizing costs while still providing excellent services. Their focus on using hard data to measure performance for all their initiatives is not consistent with the school district culture.
Finally, the NCPIE is driven by a mission to increase parental control. The organization believes that when communities are able to drive their own educational methods, students and parents are better able to achieve success together. The organization is strongly committed to celebrating diversity along racial, gender, ethnic, and disability status categories. Its members are most interested in the process by which changes are made, ensuring everyone has the ability to weigh in.
Some demographic diversity issues complicate the team’s situation. Most of the students served by the Washington, D.C., school district are African American, along with large populations of Caucasians and Hispanics. The NCPIE makeup generally matches the demographic diversity of the areas served by the public schools. The Woodson foundation, based in northern Virginia, is predominantly staffed by Caucasian professionals. There is some concern with the idea that a new group that does not understand the demographic concerns of the community will be so involved in a major change in educational administration. The leadership of the new program will have to be able to present an effective message for generating enthusiasm for the program across diverse stakeholder groups.
Although the groups differ in important ways, it’s also worth considering what they have in common. All are interested in meeting the needs of students. All would like to increase student learning. The school system does benefit from anything that increases student test scores. And the Woodson Foundation and NCPIE are united in their desire to see more parents engaged in the system.
Candidates for the Development Team
The development team will consist of three individuals—HR representatives from the Woodson Foundation, the schools, and the NCPIE—who have prepared the following list of potential candidates for consideration.
Victoria Adams is the superintendent of schools for Washington, D.C. She spearheaded the initial communication with the Woodson Foundation and has been building support among teachers and principals. She thinks the schools and the foundation need to have larger roles than the parents and communities. “Of course we want their involvement and support, but as the professionals, we should have more say when it comes to making decisions and implementing programs. We don’t want to shut anyone out, but we have to be realistic about what the parents can do.”
Duane Hardy has been a principal in the Washington area for more than 15 years. He also thinks the schools should have the most power. “We’re the ones who work with these kids every day. I’ve watched class sizes get bigger, and scores and graduation rates go down. Yes, we need to fix this, but these outside groups can’t understand the limitations we’re dealing with. We have the community, the politicians, the taxpayers—everyone watching what we’re doing, everyone thinking they know what’s best. The parents, at least, have more of a stake in this.”
“The most important thing is the kids,” says second-year teacher Ari Kaufman. He is well liked by his students but doesn’t get along well with other faculty members. He’s seen as a “squeaky wheel.” “The schools need change so badly. And how did they get this way? From too little outside involvement.”
Community organizer Mason Dupree doesn’t like the level of bureaucracy either. He worries that the school’s answer to its problems is to throw more money at them. “I know these kids. I grew up in these neighborhoods. My parents knew every single teacher I had. The schools wanted our involvement then. Now all they want is our money. And I wouldn’t mind giving it to them if I thought it would be used responsibly, not spent on raises for people who haven’t shown they can get the job done.”
Meredith Watson, with the Woodson Foundation, agrees the schools have become less focused on the families. A former teacher, she left the field of education after being in the classroom for 6 years. “There is so much waste in the system,” she complains. “Jobs are unnecessarily duplicated, change processes are needlessly convoluted. Unless you’re an insider already, you can’t get anything done. These parents want to be involved. They know their kids best.”
Unlike her NCPIE colleagues, Candace Sharpe thinks the schools are doing the best they can. She is a county social worker, relatively new to the D.C. area. “Parents say they want to be involved but then don’t follow through. We need to step it up, we need to lead the way. Lasting change doesn’t come from the outside, it comes from the home.”
Victor Martinez has been at the Woodson Foundation for 10 years, starting as an intern straight out of college. “It’s sometimes hard to see a situation when you’re in the thick of it,” he explains. “Nobody likes to be told they’re doing something wrong, but sometimes it has to be said. We all know there are flaws in the system. We can’t keep the status quo. It just isn’t cutting it.”
Strategies for the Program Team
Once the basic membership and principles for the development team have been established, the program team would also like to develop a handbook for those who will be running the new program. Ideally, this set of principles can help train new leaders to create an inspirational message that will facilitate success. The actual content of the program and the nature of the message will be hammered out by the development team, but it is still possible to generate some overriding principles for the program team in advance of these decisions.
Your Assignment
The Woodson Foundation, the NCPIE, and the schools have asked you to provide some information about how to form teams effectively. They would like your response to explain what should be done at each step of the way, from the selection of appropriate team members to setting group priorities and goals, setting deadlines, and describing effective methods for resolving conflicts that arise. After this, they’d like you to prepare a brief set of principles for leaders of the newly established program. That means you will have two audiences: the development team, which will receive one report on how it can effectively design the program, and the program team, which will receive one report on how it can effectively lead the new program.
The following points should help you form a comprehensive message for the development team:
1. The development team will be more effective if members have some idea about how groups and teams typically operate. Review the dominant perspectives on team formation and performance from the chapters in the book for the committee so it can know what to expect.
2. Given the profiles of candidates for the development team, provide suggestions for who would likely be a good group member and who might be less effective in this situation. Be sure you are using the research on groups and teams in the textbook to defend your choices.
3. Using principles from the chapters on groups and teams, describe how you will advise the team to manage conflict effectively.
4. Describe how integrative negotiation strategies might achieve joint goals for the development team.
The following points should help you form a message for the program team:
1. Leaders of the new combined organization should have a good idea of the culture of the school district, the NCPIE, and the Woodson Foundation because they will need to manage relationships with all three groups on an ongoing basis. How would you describe the culture of these various stake-holder organizations? Use concepts from the chapter on organizational culture to describe how they differ and how they are similar.
2. Consider how leaders of the new program can generate a transformational message and encourage employee and parent trust. Using material from the chapter on leadership, describe how you would advise leaders to accomplish these ends.
3. Given the potential for demographic fault lines in negotiating these changes, what would you advise as a strategy for managing diversity issues for program leaders? (Robbins 629-631)
The citation provided is a guideline. Please check each citation for accuracy before use.
SAMPLE ANSWER
Team Formation
When developing a team from groups with diverse priorities and interests, various points should be put in mind. First, the group should be as representative as possible (Robbins & Judge, 2012). It should be able to serve the interests of as many of the stakeholders as possible. Second, each of the groups should be willing to give up some of their interests. The group cannot serve every individual want of the team. For this reason, each stakeholder group should be ready to meat halfway with their likes. Another way to look at a good team is to make sure that the team meets the common interests of the stakeholders. It is, therefore, very important to ensure that people who have the interests of the students at heart are selected.
Some of the candidates are likely to be good team members while others are not. A good team should be willing to negotiate. In this case, those who are in rigid positions are not likely to be good team members (Robbins & Judge, 2012). One such individual is Meredith Watson. She is seemingly in a position that shows unwillingness to negotiate. She wants to ensure that parents are involved. To her, this is nonnegotiable. Second, there is Mason Dupree, who feels that the schools are greedy for money. With this in mind, she is unlikely to negotiate in favor of the schools at any one point. On the other hand, there are those who are willing to meet halfway. One such individual is Ari Kaufman. Ari Kaufman believes that the most important thing is to help the kids. This is a belief that is held by all. For this reason, his position in the team will be a universally accepted position. Second, there is Candace Sharpe, who is reasonable in her arguments. She believes that the schools are doing their best despite her being with one of the other groups as well. She is, therefore, most possibly driven by principles.
Message to the program team
The program must learn the culture of each of the three groups. The Woodson foundation has a culture of being economic. They want to ensure that the project is cost effective. The school district representatives have a culture of ensuring that the employees are fairly treated to ensure that the team created is unionized. Thirdly, the NCPIE has a culture of parent inclusion. They will want to ensure that parents are included every step of the way and that the interest of the parents are satisfied.
Leaders of the new program need to create a transformational message. The transformational message should hold the message that is agreed upon by all parties (Lansford, 2008). In this case, the message should support ensuring that the interests of the students are met. This should be the foundational message of the project leaders. They should show how truancy will be reduced while increasing student performance.
To manage the conflict between the various leaders and the shareholders, both accommodation and compromise should be integrated into every negotiation process (Lansford, 2008). They should be willing to allow some of those things they do not believe in to go through or allow meeting halfway with their negotiators. By so doing, each team will ensure that they meet common objectives as well as their individual interests
References
Lansford, T. (2008). Conflict resolution. Detroit: Greenhaven Press.
External and internal forces that affect Ford Motor Company
Analysis of external and internal forces that affect Ford Motor Company
Order Instructions:
Assignment 3 Objectives:
1.Analyze the external forces that affect organizations
2.Analyze the internal forces that affect organizations
3.Describe the importance of an industry analysis
4.Describe the importance of benchmarking
5.Describe the importance of financials and the effects on the organization
Purpose:
This essay is designed to test your knowledge of the materials in Week 3.
Assignment Description:
Select a company of your choice and list the five major external forces that should be examined for this company that should be examined as part of an external audit.
Select 2 of the most influential forces on the business and describe why these forces are most influential.
Be sure to reference the five major types of external forces described in our text book readings (David, 2013) Strategic Management.
Parameters:
Write using APA 6th edition formatting, must have 3 external sources including the textbook and a minimum length of 350 words. See the essay grading rubric.
SAMPLE ANSWER
Ford Motor Company is a worldwide automaker whose headquarters is in Dearborn, Michigan. It is a business company that engages in selling automobiles and commercial vehicles whose brand is the Ford. Moreover, the company sells the most luxurious cars under the Lincoln brand. It is the owner of the Brazilian SUV manufacturer. The Ford Motor Company is the second largest automaker company in the U.S. and the fifth largest in the whole of Europe. The company is greatly impacted by both the external and the internal factors. External factors are factors that the company has no control over them while internal factors refer to those factors that the company can control. Some of the external factors that affect the company and should be examined as part of an external audit include; customers, competitors, labor environment, suppliers and partners and political factors. Among these five external factor, competitors and customers are the most influential in the Ford Company (David, 2013).
The Ford Motor Company faces competition from the General Motors Company which is also based in the United States and engages in sales of similar products as the Ford Motor Company. This factor greatly impacts on the company and forces it to enhance its customer services by providing delivery services, good warranties as well as generous prices. Failure to do so, the company may lose its customers to its competitor and reduce the company’s revenue. Customers also influence the Ford Motor Company because it always has to fulfill its customers’ needs and interests. A thorough analysis about the customers should continuously be carried out at the Ford Motor Company so as to be able to develop strategic plans. Ideally, a company needs to attract more customers and also retain the already existing customers through production of customer oriented products and services. Research shows that the more the number of customers the lesser the competition (Bartlett et al. 2013).
Internal factors that affect the Ford Motor Company include; personnel, accounting, technology and capital. The employees of Ford Motor Company influence the manner in which the company is managed. They also affect the performance rates of the company. Ford Motor Company regularly caries out trainings to its employees to ensure that they acquire the necessary skills. Capital is also an important internal factor because without capital the company cannot be able to access credits to pay its bills. In addition, technology is also an internal factor that greatly influences the performance and production of a company. Ford Motor Company uses complex and sophisticated technology (Longenecker et al., 2013).
Industry analysis is an important activity because it allows evaluation or assessment of the company’s performance. Analysis can be done on the accounts, the personnel, performance, production or even management. This enables c a company to note the effectiveness of each sector and make the necessary adjustments or improvements. Ford Motor Company has a monitoring and evaluation sector that monitors the progress of the company. Another important factor in a business company is benchmarking. This is where the performance of a company is compared to that of different organizations so as to learn whether improvements can be done (Longenecker et al., 2013). Benchmarking helps to improve the performance of a company. Financials in a business are important because they provide crucial information about the financial status of a company and therefore its success. Poor financials deteriorates the performance of a company while good financials improves the performance of a business (Wild et al., 2014). In conclusion, a company like Ford Motor Company is greatly affected by both the external and the internal factors. Moreover, industry analysis, benchmarking and financials play an important role in improvement of business.
References
Bartlett, C. A., Doz, Y., & Hedlund, G. (Eds.). (2013). Managing the Global Firm (RLE International Business) (Vol. 3). Routledge.
Longenecker, J., Petty, J., Palich, L., & Hoy, F. (2013). Small business management. Cengage Learning.
Wild, J., Wild, K. L., & Han, J. C. (2014). International business. Pearson Education Limited.
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You must refer to the compulsory reading for your chosen topic (see below)
Structure of the research assignment
Your research assignment should be structured in essay format with an introduction, a body, and a conclusion.
In your introduction, you should provide a context for your discussion. The context is background information that helps the reader to understand:
What your discipline area is and what your micro-teaching topic is.
Why the assignment topic is relevant to learning and teaching in your discipline area in general and to your micro-teaching topic in particular.
My topic is teaching Japanese 100 level.
Write in paragraph form. Dot points or numbered points are not acceptable. Subheadings are not required.
For this assignment it is acceptable to use first person (e.g. ‘I’, ‘my’)
SAMPLE ANSWER
Teaching Japanese 100 Level
Micro-teaching as a technique can be employed in teaching several languages and issues. One of the teaching areas that can be enhanced using micro-teaching is the teaching of Japanese 100 level. Micro-teaching and the teaching of Japanese 100 Level have a robust relationship, which is based on the relevance of the teaching Japanese 100 Level to micro-teaching. Besides, my micro-teaching topic, which is teaching Japanese 100 Level, is relevant to the learning and teaching in several ways. Taking these aspects into consideration, there is a need to comprehend what micro-teaching and teaching Japanese 100 Level involves alongside the relevance of teaching Japanese 100 Level to micro-teaching.
Micro-teaching refers to a technique that is aimed at practicing and improving teaching skills. This technique often takes into consideration a lesson that is based on one/single teaching skill/expertise that is observed during a limited period, such a single class session. A video is often employed in recording the teaching session after which it is evaluated and the teaching skill analyzed. In the teaching of Japanese 100 Level, educators should avoid being extremely open about their affective goals/objectives despite being worried about the charges of brainwashing or indoctrination (Magdalena, Francisco & Garcia, 2008). Micro-teaching takes into consideration six steps that include planning the topic of the lesson, employing a targeted skill in teaching the lesson, collecting feedback’s from the performances of trainees, re-planning with the aim of modifying the plan in relation to the feedback, re-teaching the lesson and integrating changes, and completing the re-feedback in relation to the modified behavior of the trainees.
Micro-teaching acts as an efficient tool for improving/advancing and mastering specific/particular teaching expertise by modifying the behavior of teaching and employing real situations of teaching (Magdalena, Francisco & Garcia, 2008). In relation to this, the complexity associated with the process of teaching is reduced to controllable and observable teaching contexts, which enable trainees to enhance techniques in a basic sequence of steps. Considering this aspect, it can be argued that micro-teaching is skill-oriented.
Japanese 100 Level takes into consideration the teaching of the Japanese language. Some of the materials that can be employed in teaching Japanese 100 Level are the Genki I work book and textbook. In relation to this, learners can be made to learn Japanese starting from the basic components/constituents of this language to its complex components (Magdalena, Francisco & Garcia, 2008). This topic focuses on teaching learners how to read and write in Katakana and Hiragana. In addition, this topic also focuses on ensuring that learners are acquainted with at least 145 Kanji. Some of the methods that can be employed in equipping learners with knowledge in Japanese are homework, speaking assignments, wring assignments and tests.
The teaching of this topic can also be enhanced by using skills such as teaching learners at the pace that deserves them. Moreover, techniques such as discussions, peer involvement, problem-based learning, simulations, engaging with role models, group analysis and perspective/opinion sharing via reflection can also be employed in enhancing the teaching of this topic (Magdalena, Francisco & Garcia, 2008). Appropriate employment of multimedia can also help in triggering responses from learners in relation to the learning of Japanese 100 Level. The completion of the 12 chapters, which are associated with Genki amounts to the completion of the Japanese 100 Level course.
Educators should also take into consideration the affective domain when teaching Japanese 100 Level. Affect domain takes into consideration individual’s values, behaviors, and attitudes. It also includes the ability/potential to listen, respond/reaction interactions with others, demonstrate values or attitudes’ appropriateness to certain circumstances, demonstrate consideration and balance, and ability to display dedication to principles practice on a routine basis (Magdalena, Francisco & Garcia, 2008). Furthermore, educators should also manage to revise their judgment or decisions and change/alter behavior in relation to new evidences encountered in the teaching process.
The assignment topic, which involves the extension of my micro-teaching activity into 1 hour lecture on my micro-teaching topic, is relevant to learning and teaching within my discipline area. Taking into consideration the fact that learners often benefit more from face-to-face teaching session, this assignment topic helps in equipping individuals with skills on face-to-face teaching. In relation to this, the assignment topic is relevant to the discipline of micro-teaching, which requires face-to-face confrontation of learners. Being that teaching of languages such as Japanese 100 Level requires face-to-face encounter with learners, this assignment topic is relevant to my micro-teaching topic, which is teaching Japanese 100 Level. Learners’ understanding of languages can is often enhanced when they can observe the educator. Pronouncing of certain words require that the leaner observe the educator’s gestures. Besides, words that express emotions can be comprehended in an effective manner when learners can observe the gestures of educators (Magdalena, Francisco & Garcia, 2008). Being that this assignment topic allows for face-to-face encounter with learners it facilitates the understanding of my chosen topic.
In conclusion, micro-teaching is a technique, which focused on aimed at practicing and advancing teaching skills. One the topics involved in this discipline is teaching Japanese 100 Level. The assignment activity issued in the course allows for the face-to-face encounter with learners, which makes it relevant to micro-teaching discipline and my micro-teaching topic.
References
Magdalena, S; Francisco, L; García, R, (2008). Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education, 9(3). 339-351 https://eric.ed.gov/?id=EJ808628
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Overview:
1. Answer the following questions in 2 clearly separate parts I, II (500 words).
2. Be sure to answer every question.
3. Meeting the minimum word count as required for each part (I, II) is important.
a. Do NOT include the question as part of your word count
b. Direct quotations should be short and limited
4. Quotations and material used from other sources should be cited using current APA formatting (whichever corresponds to your degree program).
5. Check your work for spelling and grammatical errors.
6. Be sure to do your own work, do not plagiarize.
I. Part One: (250 words)
1. Select ONE of the worldviews (Secular Humanism, Hinduism, Buddhism, Islam) that have been considered in the course content.
2. Using course content and/or sources outside of the course, complete the following-
How would the worldview that you selected answer:
i. The Question of Origin –
ii. The Question of Identity –
iii. The Question of Meaning/Purpose –
iv. The Question of Morality –
v. The Question of Destiny –
II. Part Two: (250 words)
1. Compare and contrast your selected worldview’s answers (as given in Part One) to a Biblical/Christian worldview.
2. Do not just copy and paste, but you may wish to refer back to your Worldview Assignment from Module/Week 3.
i. The Question of Origin –
ii. The Question of Identity –
iii. The Question of Meaning/Purpose –
iv. The Question of Morality –
v. The Question of Destiny –
HERE IS MY ASSIGNMENT THAT YOU CAN COMPARE WITH FOR PART TWO…..
Worldview Assignment
I. What is Worldview?
Like just about anything in this world that can be argued, discussed, or perceived; “worldview” has many definitions or meanings. According to Merriam-Webster; “worldview is the way someone thinks about the world.” I like to think of this term as a framework of ideas and attitudes about the world, ourselves, and life, a comprehensive system of beliefs.
II. Articulate the Biblical/Christian Worldview
1. The Question of Origin –
Genesis 1:1, John 1:1-3
In the beginning…. “GOD”. God the Creator was already there in the beginning who is an eternal, triune Being in the persons of the Father, the Son, and the Holy Ghost. The Almighty God spoke the world into existence, and all things exist according to His intelligent design.
2. The Question of Identity –
Genesis 1:26-28, Genesis 2:7
God created man in His own image and in His likeness as we know that Jesus (God the Son) came to this Earth as a Man. The Bible tells us that God formed man out of the dust, and breathed the breath of life into his nostrils, and mankind became a “living soul”, unlike all other created beings. The Bible tells us that man has dominion over all other living things, and that man gave the names to all living creatures.
3. The Question of Meaning/Purpose –
Isaiah 43:7, Colossians 1:16
Simply put, the meaning and purpose of our lives is to honor, and glorify God with our entire being. The whole duty of man is to love God with all his heart, soul, and mind. Not only does God have a purpose for mankind, but God also has a purpose for the entire universe. God even has a purpose for the wicked according to Proverbs 16:4. I don’t believe it’s possible for a man to stand in God’s stead and answer the question of “why?” for Him. The Bible says the secret things belong to the Lord, and that His ways are past finding out.
4. The Question of Morality –
Genesis 2: 16-17, 2Timothy 3:16-17
The Word of God is the Christian’s absolute moral standard for all manner of faith and practice. In the Garden of Eden, God gave His spoken Word to Adam and gave specific guidelines to live by. God gave him liberty to eat of any tree in the garden, except the tree of the knowledge of good and evil. God also told Adam of the consequences of disobedience. This shows that mankind is given a choice between right and wrong. God’s instructions were clear, and yet the serpent beguiled Eve, and caused her to question the Word of God, and that was the beginning of the destruction of mankind. God’s Word hasn’t changed, and is still very clear about what is right, and what is wrong. What Satan started in the Garden of Eden has become common practice in today’s society. God’s Word is constantly being questioned, twisted, and distorted to make one comfortable in making sinful decisions.
5. The Question of Destiny-
Revelation 20:10-15, Mark 9:44-46, John 3:16-18, John 14:2-3
The Bible teaches that there is an eternal home of the condemned and an Eternal home for those who are saved. There is a literal burning Hell for those who die rejecting Christ. Hell is described as a place of fire, smoke, torment, sorrow, and eternal despair. Those who go to Hell go immediately at the time of death remain there until the Great White Throne of Judgment when Hell gives up the dead to be judged, and then cast into the lake of fire. Those of us who are Born Again believers have an eternal home in Heaven. Man is given the gift of Eternal life when he’s been saved. Christians will go to Heaven by way of death, or Rapture when Jesus returns (1Thes. 4). Two examples that give us this Blessed hope are the thief on the cross to whom Jesus said “To day thou shalt be with me in paradise.”, and then when Stephen was martyred he saw Jesus up in Heaven and said “Lord Jesus, receive my spirit” and he went on to be with his Lord and Savior.
III. How might/should a biblical worldview influence the way you:
a. …think about, treat, and speak to others on a daily basis?
As Christians our “worldview” should be on that believes and strives to be that of Jesus and bring glory to God. Therefore, love should be a very strong trait we should have when it comes to our daily dealings with others. John 13:34 says it best when Jesus stated; “that ye love one another; as I have loved you, that ye also love one another”.
b. …decide a future career (what you will choose and/or how you will carry it out)?
I know that worldviews can be persuaded, altered, and even changed with external or internal factors; however I personally feel that a person with a Biblical worldview would not choose a career that would contradict their morals or deny the glory of God. A career is a facet to one that
will enable one to be a light and display a Biblical worldview before the eyes of others. In my career I have chosen to pursue Probation and Parole for troubled teens. I will finish up my degree here at Liberty and apply what I have learned along with life experiences in helping with the troubled teens.
The KJV Study Bible. Uhrichville: Barbour Bibles, 2011. Print.
“Worldview.” Merriam-Webster. Merriam-Webster, n.d. Web. 07 Nov. 2014.
SAMPLE ANSWER
Critical Thinking Worldviews
Part 1
Different people have different ways in which they perceive or think about the world they live in. Worldviews helps in understanding how then people perceive about themselves, the world, life, and about comprehensive systems of beliefs (Merriam-Webster, 2009). Some of the worldviews include Buddhism, secular Humanism, Hinduism and Christianity, and Islam. The worldview the paper focuses on is the Secular Humanism.
This worldview (Secular Humanism) believes that people originated from the process of evolution. The worldview does not believe that human beings were created by a supernatural being or God (Toumey, 1993).
When it comes to the question of identity, this worldview explains identity through scientific inquiry. Biological evidence forms the basis of distinguishing the reason why a man and a woman exist.
When it comes to the question of meaning and purpose, this worldview holds the view that people need to reason and use evidence to choose from that what is right and wrong. The purpose of living and life is for people to understand themselves, their history, their achievements and outlooks of those that are different from them.
The question of morality in line with this worldview is that people should always be ethical and promote justice and fairness. People should eliminate any form of intolerance and discrimination and coexist with one another well. Lastly, is the question of destiny whereby this worldview holds that an individual life end after death. They do not believe in an eternal place that people souls will rest after death.
Part 2
There are considerable differences between the secular Humanism worldviews and Christian worldview. These worldviews differ on their approach to question of originality, identity, meaning, morality and destiny.
The Christian worldview believes in existence of a Supernatural Being -God that created everything in the earth and heaven. He commanded everything to come into existence according to His designs and they came into being. Therefore, human beings are creations of God and came into being after God created them. This view differs from the Secular Humanisms, which believes in evolution and scientific theories of evolution.
On identity, Christian view, believe that God created man and gave him powers over the creatures. He as well sent His only Son Jesus Christ on earth to save humankind. The bible tells us that God formed man out of the dust, and breathed the breath of life into his nostrils, and mankind became a “living soul”, unlike all other created beings (Genesis 1:26-28, Genesis 2:7). This view differs from the secular Humanism that holds that identity of human beings is explained through scientific theories.
The meaning and purpose of human beings is to honor and glorify God and to love God with all of our heart, mind and soul according to Christian worldview (Isaiah 43:7: Colossians 1:16). God as well has a purpose for the evil. This view differs from the secular Humanism as their purpose and meaning of existence is vested in understanding themselves and the history.
The word of God according to Christian worldview promotes living with faith and loving one another. God gives people freedom to choose from wrong and right but at the end, there are consequences. For instance, God gave instructions to Adam and Eve in the Garden of Eden not to eat a fruit on the tree of life. However, disobeying God led to their punishment. Secular Humanism on the other hand as well advocates for morality by requiring people to adhere to ethical principal and uphold to justice and fairness.
Lastly, on the question of destiny, Christian worldview suggests that there are eternal home for the saved and for the condemned. Those that accept Jesus Christ as the savior will go to eternal heaven while those that have rejected and live in sin will torment in Hell on the judgment day. Christians will go to Heaven by way of death, or Rapture when Jesus returns (1Thes. 4). Examples that demonstrates this include a thief on cross whom Jesus told, “Today thou shall be with me in paradise”. Another example is Stephen who saw Jesus up in Heaven and said “Lord Jesus, receive my spirit” and he went on to be with his Lord and Savior. This is different from secular worldview that believes that lives ends when one dies.
Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)
Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to CONHCPfield@gcu.edu
For information on how to complete the assignment, refer to “Writing Guidelines” and the “Exemplar of Evidence-Based Practice Capstone Paper.”
Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Note: All Capstone Projects are to be submitted to the College. Please submit an electronic copy to this e-mail address: CapstoneRNBSN@gcu.edu
7 NRS 441v.10R. Writing guidelines.docx 8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx NRS441V.R.CapstoneReviewForm_1-27-14.docx
SAMPLE ANSWER
Abstract
The frequency of people with MRSA infections has increased considerably in recent years. In 2006, over 50% of all cases of skin infections because of MRSA happened in healthy persons living in the community. The 3 types of MRSA include healthcare-associated MRSA, hospital-associated MRSA, and community-associated MRSA. In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S Aureus presenting to healthcare facilities. The rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease.
Problem Statement
MRSA is defined as an oxacillin minimal inhibitory concentration of at least 4 µg/mL (Raygada & Levine, 2010). The rates of MRSA keep on increasing in many countries around the world. Romano, Lu and Holtom (2011) stated that MRSA infections occur in 3 particular groupings of people: (i) those with recent hospitalization or continuing contact with dialysis units, medical clinics, or those who are going through intricate outpatient treatments, for instance chemotherapy. They are exposed to healthcare-associated MRSA. (ii) Those who are presently within the hospital setting, and these are exposed to hospital-associated MRSA. (iii) Those in the community and these are exposed to community-associated MRSA (Green et al., 2012). A person can become colonized, meaning to be infected with MRSA, by touching a surface which is contaminated, for instance a phone, a door handle, or a counter top; and by touching the skin of an individual colonized with MRSA (Raygada & Levine, 2009).
Mascitti et al. (2010) stated that Staphylococcus is a significant public health issue, and is known to be associated with infections that are difficult to treat. It is also linked to high incidences of mortality and morbidity, as well as increased costs of health care. Staphylococcus is essentially a bacterium which is carried on the nasal lining or skin of about 30% of healthy people (Stefani et al., 2012). In such settings, the bacteria usually does not cause any symptoms, and in such instances the individual is colonized with MRSA. Nonetheless, when the skin of that person is damaged, for instance is cut or scratched, this bacterium can bring about various problems ranging from severe illness to a mild pimple, particularly in elderly persons, children, and persons whose immune system is weakened (Koydemir et al., 2011). Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics.
In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually (Green et al., 2012). In America, the proportion of hospital-acquired MRSA infections is high. From 2009 to 2010, 58.7 percent of S.aureus catheter-associated urinary tract infections, 54.6 percent of S. aureus central line associated bloodstream infections, 43.7 percent of S. aureus surgical site infections, and 48.4 percent of S. aureus ventilator-associated pneumonia episodes were caused by MRSA (Calfee et al., 2014). In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America (Prosperi et al., 2013). In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains.
Community-associated MRSA was initially seen as a cause of infection in community-based people without any health care contact. The emergence of Community Acquired-MRSA as a cause of hospital acquired infections places many patients, health workers, as well as their community contacts possibly at risk of getting an MRSA infection (Otter & French, 2011). The emergence of community-associated MRSA also serves to expose its strains to the selective pressure of antibiotic usage in hospitals possibly leading to increased anti-biotic resistance. Different strains of CA-MRSA have invaded healthcare settings. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. Currently, MRSA strains are resistant to the available β-lactam antibiotics, such as cephalosporins and penicillins. Gray (2014) pointed out that Methicillin-Resistant Staphylococcus Aureus are commonly not just resistant to methicillin and other β-lactam antibiotics, but they are also resistant to other classes of antibiotics.
MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. There is a growing occurrence of health care associated infections with MRSA in youngsters with underlying conditions predisposing to infection with S aureus. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S. Aureus presenting to healthcare facilities (Gray, 2014). According to Stefani et al. (2012), the rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease. The education activities would be targeted at healthcare workers and the community members in order to prevent community-associated MRSA, healthcare-associated MRSA, and hospital-associated MRSA. One of the most important ways of protecting community members, healthcare workers, and patients is by providing education both to patients and community members.
Conclusion
Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics. In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually. There is a worldwide epidemic of CA-MRSA and different strains of CA-MRSA are emerging as a cause of healthcare-associated infections and hospital outbreaks have taken place all over the world. As an emerging cause of hospital-acquired infections, CA-MRSA puts many healthcare workers and patients potentially at risk of developing MRSA infection.
References
Calfee, D. P., Salgado, C.D., Milestone, A.M., Harris, A.D., Kuhar, D.T., Moody, J…Yokoe, D.S. (2014). Strategies to prevent Methicillin-resistant staphylococcus aureus transmission and infection in acute care hospitals: 2014 Update. Infection Control and Hospital Epidemiology, 35(7), 52-9. Retrieved from http://www.jstor.org/stable/10.1086/676534
Gray, J. W. (2014). MRSA: The problem reaches pediatrics. Archives of Disease in Childhood; 89: 297-298. Retrieved from http://adc.bmj.com/content/89/4/297.full
Green, B. N., Johnson, C. D., Egan, J. T., Rosenthal, M., Griffith, E. A., & Evans, M. W. (2012). Methicillin-resistant Staphylococcus aureus: An Overview for Manual Therapists. Journal of Chiropractic Medicine, 11(1), 64-76. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3315869/
Koydemir, C., Kulah, H., Ozgen, C., & Hascelik, G. (2011). Methicillin-resistant staphylococcus aureus biosensors for detection of Methicillin-resistant staphylococcus aureus. Biosensors and Bioelectronics, 29(1), 1-12. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21856144
Mascitti, K. B., Gerber, J. S., Zaoutis, T., Baron, T. D., & Lautenbach, E. (2010). Preferred treatment and prevention strategies for recurrent community-associated Methicillin-resistant staphylococcus aureus skin and soft-tissue infections: a survey of adult and pediatric providers. American Journal of Infection Control, 38(4), 324-328. Retrieved from http://www.ajicjournal.org/article/S0196-6553%2810%2900063-5/abstract
Prosperi, M., Veras, N., Azarian, T., Rathore, M., Nolan, D., Rand, K., Cook, R. L., Johnson, J., Morris, G. L., & Salemi, M. (2013). Molecular epidemiology of community-Associated Methicillin-resistant staphylococcus aureus in genomic era: A cross-sectional study. Science Reports, 3(1902), 1-7. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3664956/
Romano, R., Lu, D., & Holtom, P. (2010). Outbreak of community-acquired Methicillin -resistant staphylococcus aureus skin infections among a collegiate football team. Journal of Athletic Training, 41(2), 141-145.
Write a clear, concise, well organized analysis of a business case using correct grammar, composition and spelling. Please use theory, concepts, models, and research findings that you have been studying in our MGT 489 class to enrich your view of the case and help you to identify problems and support your analysis. In addition to the above criteria, you will be assessed on your ability to think creatively.
The assignment should include a maximum of three pages text double spaced 12 point Times-Roman font with one inch margins all around. You can also include an additional three pages of tables and or figures. Please completed assignment by December 15, 2014 with the subject heading MGT 489 (your section #) Individual Business Case Analysis
The elements of your business case analysis should include:
I. A Problem (or Opportunity) Statement
1. Please describe the most important strategic issue facing Coca-Cola’s ongoing expansion in China in 2014.
II. Elements of Analysis
2. Please describe the key economic and policy issues and trends in the China where the firm is operating.
3. Please describe the industry in which Coca-Cola is operating perhaps including information such as competitors, new entrants, substitute products, suppliers, the buyers and the intensity of industry rivalry.
4. Please identify the relevant stakeholders.
III. List Strategic Recommendations
5. Please list three strategic recommendations you would want top management to consider.
IV. Make a Final Recommendation
6. Please choose your most important recommendation and defend why it is the most important.
V. Learning Reflection
7. Please write one or two paragraphs that reflect on your own learning processes as you worked to complete this assignment.
Please use Case 20 in the text book (pages 666 – 674) as background information and be sure to research more current information online or at the library.
SAMPLE ANSWER
Coca Cola Analysis
A Problem Statement
Coca Cola similar to other firms operates with the objective of increasing its profit value over a specified period. To attain this objective, the company creates a value for very constraint it serves, such as, its customers, stakeholders, creditors and so forth. China is undeniably the best investment environment for Coca Cola Company. Therefore, re-investing in China in 2014 has eventually become the strongest brand. However, besides expanding its operations in China, Coca Cola is facing the strategic issue of advancing its product diversification plan so as to engross a wider customer base. Currently, Coca Cola has exhausted the key sectors in the soft drink industry, including the carbonated dinks, bottled water and juice products. All these products are available in the China Markets. Although Coca Cola Company may ha the potential to diversify its product lines, the escalating health awareness of customers is a major threat towards the expansion (Rudarakanchana, 2013).
Elements of Analysis
Key economic and policy issues and trends in the China
Coca-Cola’s market distinguishes its market using location and age factors. Location relates to determining where the consumers come from. Although, most of the viable customers come from rural regions, Coca Cola customer’s base is within the urban regions. China’s economic diversity supports such segmentation. Economy analysis investigates the local and the international economy in addition to the inflation and recession crisis. Essentially, economic factors take into account factors that influence the production process as well as the output. As much as Coca Cola Company has already developed a marketing plan to expand its operations in China in 2014, the economic condition is uncertain. Therefore, the company would encounter great hostility from the already existing firms when setting up the price. Besides this, income inequality is another economic issue that is affecting the success of Coca Cola Company in China. The inequality in terms of economic growth in different locations impacts the purchasing ability of the consumers. Another key issue is the policy issue. Currently, Chinese customers are very conscious about their health based on the global campaign against sugary products. Therefore, industries in China have implemented a policy to avoid sugary products. Therefore, fast food restaurants which sell most of Coca Cola products are not avoiding Coca Cola products for fear of loosing their customers (Rudarakanchana, 2013).
3. Industrial Analysis in which Coca-Cola operates
to determine the likelihood of success of Coca Cola Company in China, it is important to conduct an industrial analysis to have an insight of the Porter’s 5 forces affecting the company.
Threat of New Entrants/Potential Competitors
Entry barriers for Coca Cola Company in China are comparatively low. The consumer switching expenditure is insignificant and no capital is required. However, there are relatively new brands entering into the market with even lower prices than Coca Cola products. Coca Cola Company, nevertheless, offers its products as beverages and brand in order to embrace a larger market share. Therefore, the loyal customers are unlikely to try any substitute brand.
Threat of Substitute Products:
Energy drinks and beverages are diverse and numerous in the market. In this regard, Coca Cola Company is yet to produce an entirely incomparable flavor. Therefore, customers rarely note the difference between the flavors produced by Pepsi and Coca Cola.
The Bargaining Power of Buyers:
The bargaining power of Coca Cola Company has no influence on the company, whether in terms of production or setting up of prices.
The Bargaining Power of Suppliers:
Coca Cola Company has always used the same ingredients since its started operating. The major ingredients include carbonated water, phosphoric acid, sweetener, and caffeine. The company does not change its suppliers, and is probably the largest customer to its suppliers.
Rivalry among Existing Firms:
The key competitor is the Pepsi Company, which as well offers a variety of soft drink products using its brand. Other brands in the market that are yet to gain momentum are such as Dr. Pepper.
4. The relevant stakeholders.
In China, the objective of the Coca-Cola Company is to engage in direct distribution of its products by establishing a sales centre in a strategic location with a population density of about one million people. These distribution centres also operate as storage houses. The owners of these centers become stakeholders to the company and, therefore, controls them distribution process within a confined location. Other important stakeholders include the large wholesalers with vast experience in retailing process as well as private wholesalers that distribute the products to the local customers. Besides, Coca Cola company as well partners with the government. Furthermore, Coca Cola Company forms an association with fast food restaurant which helps in selling and promoting the products to their customers (Rudarakanchana, 2013).
III. List Strategic Recommendations
For Coca Cola Company to thrive in Chinese soft drink market should implement a reward system technique that serves as a motivation to its employees that promotes the product locally and internationally.
Coca Cola Company should improve its consumer relationship initiatives, especially in markets where government intervention is intense.
Coca Cola Company needs to market segment its products in order to understand the insight of consumer tastes and preferences.
Demographic issues are as well a major factor that the top management should explore. Each market environment has diverse culture and traditions which are significant in determining the strategic measure to include.
Make a Final Recommendation
Coca Cola Company should diversify and target growth segments in major markets.
This is a key recommendation over the rest. As illustrated, Coca Cola Company faces stiff competition from other large companies like Pepsi. Therefore, unless the company diversifies its product, that is, launching a new product in the market
V. Learning Reflection
Coca Cola is constantly increasing its reputation globally as it continuous expanding its operations in China in spite of the economic recession. It is apparent that its operations in China are almost a success since the company has already adopted the economic and policy issues required. Furthermore, their contributions to economic development in China, in terms of employment opportunities have compelled the Chinese government and other partners to collaborate for the well being and prosperity of China (Rudarakanchana, 2013).
plagiarism is strictly prohibited because my school evaluates it
and again u guys should write according to the instruction given in the paper blc the marking of the paper is based from the instructions
linked item M6A3: Obesity and the Professional Nurse’s Role Paper
Using the information from this course, your assigned readings, and the article and websites linked below you will develop a 6-10 page paper (excludes cover and reference page) addressing obesity and the role of the professional nurse in addressing teaching and learning needs of patient and families.
A minimum of three (3) current, professional references must be provided. Current references include professional publications or valid and current websites (such as those listed below) dated within 5 years. Additionally, a textbook that is no more than one edition old may be used.
Article: You “Teach” BUT Does Your Patient REALLY Learn? Basic Principles to Promote Safer Outcomes
Websites:
Centers for Disease Control and Prevention – Division of Nutrition, Physical Activity, and Obesity
Centers for Disease Control and Prevention – Adolescent and School Health
United States Department of Health and Human Services – Dietary Guidelines.gov
United States Department of Health and Human Services – Healthy People.gov (select information from the 2020 topics and objectives)
The paper consists of two (2) parts and must be submitted by the close of week six. Each part must be a minimum of three (3) pages in length.
Part 1
Select either adult obesity or childhood obesity and:
Explain the health problem specific to the selected population. Be sure to provide supporting evidence, including statistics.
Examine the causative factors (include physical, social, and psychological factors).
Elaborate on the consequences of obesity in the population you selected. Consider the consequences in terms of physical, social and psychological effects.
Discuss whether the effect would be classified as short term or long term.
Part 2
Develop a teaching plan to support the needs of a specific individual from the patient population you selected. Refer to the “Teacher and Counselor” chapter in Taylor et al Fundamentals of Nursing textbook and the article “You teach but does your patient really learn? Basic principles to promote safer outcomes” in order to address the following points:
How will you assess the patient’s or learning needs? Be sure to consider barriers in your response.
What are the expected outcomes? Include realistic time frames.
What information will you teach the patient and why are you selecting this information? Be sure to consider age, gender, culture, religious preferences and learning style.
How will you evaluate the effectiveness of the teaching?
SAMPLE ANSWER
CHILDHOOD OBESITY
Childhood obesity is a major health problem in the 21st century. Recently, its prevalence rate has risen tremendously. The number of children in the US suffering from this monster is beyond proportion. These rates are alarming. If this trend is not addressed by parents, health organization and the governments, our children will continue to suffer innocently. Young children and adolescents are already suffering a great deal. Due to their tender age, it would be totally out of order to blame their food intake capacities and lifestyle in general. (Liebert, 2011, p.161).
Before we dig deep into the basics of obesity and its consequences, we first need to understand what childhood obesity is? By definition, childhood obesity can be defined as a serious medical or health condition that occurs in children and adolescents. Its most observable symptoms/characteristics are excess fats and hyper-gain in weight. The child weighs above the normal weight for his/her height and age. Children obesity is blowing out the US childhood population. Recent statistics indicate that the epidemic is affecting nearly more than 1/3 of the children population in the United States. This directly infers that childhood obesity is the most common chronic disorder in children. The numbers are growing day by day; in fact, it has tripled since 1980. Children of this generation are really suffering. Day in day out, children are admitted in hospitals and health clinics diagnosed with hypertension, diabetes and other morbid obesity associated conditions. (Liebert, 2011, p.162).
Measuring childhood obesity
Body mass index (BMI) is the most effective criterion of monitoring a child’s weight. Calculating the BMI is very simple; it is the square of one’s height divided by his/her weight in relation to specific age brackets. (Scerri, 2012,p.26). As simple as it is, it should be left to the physicians. They are the one trained to properly diagnose and determine the weight of children. The BMI tool approach has become very popular lately. To improve its accuracy in measuring obesity in adolescents and children, the BMI kit is attached with a BMI-for-age percentile chart.
Childhood obesity is a ticking time bomb to the health of affected children. That one extra pound gained sets an innocent child on a path to health complications and problems that were once identified with adults. You can imagine diabetes, high cholesterol or high blood pressure on a 5-year-old boy or girl. Being obese is very challenging to children. Its lowers their self esteem and depresses them during their entire childhood. (Scerri, 2012, p.26).
Various strategies of combating these conditions have been proposed by medics. The best way of inhibiting obesity in children is to improve/check their diet and exercise routines. Regular exercising and healthy eating helps in securing the future of children. It is the responsibility of the entire family to protect children because they are the leaders of tomorrow.
Consequences of childhood obesity
It is a proven fact that ¾ of obese children will continue being obese in their adulthood. (Cdc.gov, 2014). These poor kids are also exposed to serious medical risks such as;
High cholesterol
Heart disease and heart failure
Diabetes
High blood pressure
Cancer and
Sleep apnea
Psychological effects
Away from the medical angle, obese children are stigmatized and discriminated socially, in school and other social settings. This damages their self-esteem and personal value. (Cdc.gov,2014).
Causative factors (causes of obesity among children)
Causes of Obesity are so broad; however they can be classified to fit in 5 major categories. They include;
Environmental factors
Heredity and family genetics
Lack of physical activities
Socioeconomic factors
Dietary issues
Environmental factor
The environment shapes people. Every positive or negative character observed in humans is majorly influenced by his environment. The environment that the child grows up in molds his/her habit way from infancy to adulthood. Talk about television commercials that advocate unhealthy habits and junk eating. This same society is the one demoting the significance of physical activities. In the US, about 40% to 50% of the household’s income meant for food is spent on take -away meals from restaurants, supermarkets, sporting events and cafeterias. Most people in the 21st century do not have time for the kitchen. It is believed that when people eat outside their homes, they usually tend to eat a lot. Juice boxes and sodas taken outdoors also contribute a great extent to the obese menace in children. A 32-ounce bottle of soda contains approximately 400 calories. Scientists have recorded a 60% increased risk of obesity for one soda consumed a day. Boxed drinks, fruit drinks, sport drinks and juice are obesity harbors. In fact 20% of all the obese children are overweight because of excessive intakes of caloric beverages. (Cdc.gov,2014).
Heredity and family genetics
Genetics play a huge role in obesity. Obese parents have obese children. Statistical estimates argue that heredity and family contributes between 6% to 27% of obesity cases. Genes alone do not always dictate obesity in children, but when blended with behaviors learned from parents, obesity becomes inevitable. Therefore, it is the duty of parents to promote healthy lifestyles in their households to reduce the risk of obesity to their kids. (Cdc.gov,2014).
Diet
Dietary patterns are changing almost every day in all corners of the world. This trend is disappointing because the average numbers of calories taken on daily basis is dramatically increasing. This increase has translated to a drastic fall in the consumption of healthy nutrients in diets. Trending promotions in eateries and modern restaurants like buffets have created overeating cultures in today’s rich urban and middles class population. Children are eating more than they can burn. (Cdc.gov,2014).
Socioeconomic status
Adolescents and children from low-income backgrounds are most vulnerable to obesity than uptown rich kids. Children of the have-nots cannot afford engaging in extra-curricular activities because their parents have more important bills to take care of. This reduces their physical activities involvement. Education also plays a big role; the level of education of the parents determines the amount of information about health and healthy living that is at their disposal. Parents with high levels of education will obviously values the importance of checking diets and workouts. These values are then implanted in their children who will in the years to come pass the same traits to their children’s children.
Physical activities
Children of today’s generation are anti-physical. The decrease in the field activities in children is majorly due to technological advances. Computer games, movies, TV, social media and the internet are the order of the day. Physical education has also been neglected in institutions of learning. All these factors have lead adolescents to sedentary lifestyles. The education system is also to blame; the physical education lesson is not taken seriously like other subjects. It is fixed some few minutes once a week and very few high schools and elementary schools in the US have daily physical education classes. (Cdc.gov,2014).
Facts on childhood obesity
In the last 30 years obesity in children has doubled while in adolescents it has increased by 400%.
Obese Children aged between 6-11 years in the US increased from 7% (1980) to almost 18%(2012).On the other hand obese adolescents between 12 to 19 years amplified from 5 %to 21%in the same era. (Cdc.gov,2014).
In the year 2012, over 1/3 of adolescents and children were obese/overweight.
Obesity is basically bearing excess fat.
“Caloric imbalance” is the cause of obesity/overweight.
Health implications of obesity in children
Obesity in children and adolescents has both short-term and long-term implication on the health and social life of the patient. High blood pressure and high cholesterol are immediate effects. Pre-diabetes conditions in obese adolescents are also prevalent. Joint and bone problems, Sleep apnea, stigma, low-esteem and other social and psychological problems are short-term too. Adult obesity, stroke, cancer, diabetes, osteoarthritis and other adult health complications are long-term implications. (Cdc.gov,2014).
PART 2
Developing a teaching/counseling plan for obese children
Taylor and her compatriots in their book, Fundamentals of Nursing, developed a plan that parents and teachers could use to transform/change the behaviors of obese adolescents and children. She begins her approach by identifying the needs of children suffering from obesity. The book advocates healthy eating and the importance of physical activities. It critically evaluates the impact of teaching healthy living. (Taylor et al,1997,p. 100).
In the book she argues that obesity increases as children advance in age. She stresses on the importance of checking children behavior early in their life. As discussed above, most obesity is caused by unhealthy eating habits and minute physical involvement. These two issues cannot be engaged directly. It is very wrong when parents put their kids on diet simply because they are overweight. Changing the behaviors of youngsters is very tricky; it is a multifaceted course of action that demands a lot of serenity and forecast. (Taylor et al,1997,p. 101).
Children at these tender ages cannot comprehend the importance of staying in shape or eating healthy. They will not understand why their parents are denying them sodas and other sweet high calorie delicacies. Their minds are very young hence the phrase “you teach them but do patients really learn.” (Taylor et al,1997,p. 103).
A teaching plan that supports the needs of obese children and adolescents/primary care
Basics of the counseling/teaching plan
1.Team work; parents, teachers and nurses collaborate and work together.
Cost to the child; 10 to 20 minutes to a primary care office. During the visit, the provider tracks the development and growth of the child while diagnosing nutritional and physical activity guidance to the child/patient.
Sufficient time; the parent/child should provide ample time to the counselor.
Basic principle that promote safe outcomes
Obese children should not be dieted unless a medical practitioner prescribes so for medical reasons.
Maintaining the Child’s current weight should be prioritized in young children as they grow in height normally.
Regular workouts, physical activities and school co-curricular activities.
Reduced video tapes, computer games, ps3 and TV.
These principles are part and parcel of a healthy lifestyle that should be implemented in children early in their life. (Christopher,2014, p. 163).
How to access and learn the needs of obese children
An obese child is not different from any other child. According to psychology every child undergoes 5 development stages in their childhood that cannot be skipped whatsoever. As the child goes through the 5 stages, he/she satisfies some deep inborn cravings. According to a famous psychologist, Erikson; Obese children must meet the two basic development needs/stages.
Industry vs. Inferiority (6 to 12 years); here, industrious kids acquire pride in accomplished activities and challenges unlike obese children who unfortunately cannot administer simple tasks. This makes them feel inferior.
Identity vs. role confusion (12 to 18 years); at these stage adolescents develop a sense of self worth and personal identity.
The two stages are very vital in the development of any child whether underweight or overweight. Parents and teachers should make sure that obese children undergo the two stages like other normal children in the society. Stigmatization in schools and other social gatherings should the shunned with the strongest terms possible. (Christopher,2014, p. 163).
Expected outcomes after counseling
Decreased weight
A six-month period after the initial visit to the counselor will indicate a great drop in the weight of the child if the recommended prescriptions are followed to the letter. (Christopher,2014, p. 163).
Increased knowledge of nutrition
The child and his family become conscious on their health. They reduce calorie intakes and beverages to ensure healthy living standards. The entire family adopts a healthy lifestyle.
Increased activity;
To burn excess fats, the child engages in more outdoor activities with other children in the surrounding neighborhood.
Information taught to the patient/Obese child and his/her family
Counselor/teacher should give the following advice to the parents/caregivers of obese children;
Prioritize good health in the family. Good health does not necessarily mean meeting certain weight goals, it is teaching the family healthy living models and positive attitudes towards physical activities and food without necessary putting any emphasis on body weight. (Benjamin,2013,p.162).
Focus on the unity of the family. Obese children should not be sidelined in the running of family chores. Every family member must be engaged towards changing family’s eating habits and physical activities. (Benjamin,2013,p.162).
Establish daily snack and meal timetable and dine together frequently. Provide a variety of healthy foods based on young children food guide pyramid.
Plan reasonable portions per plate in the dining table.
Discourage eating snacks/meals while at the same time watching T.V, these encourages overeating.
Limit TV time for the kids, 2hrs a day are enough.
Encourage family physical activities such as; bike rides, hike, walks, mountain climbing, skating etc on regular basis. Provide a safe back yard for playing.
Make the most of fruits, snacks and vegetables while cutting on beverages like juice and soda.
Involves your kids in shopping, planning and preparation of meals in the kitchen.
Evaluation of the effectiveness of the lesson
Whether a counseling plan is fruitful or not, depends on documentations of the counselor during the visits of his patients. The counselor gives the obese child/client targets that she/he must work on within a specific period of time. When the child accompanied with his/her family comes for second and subsequent visits, the targets are reviewed. The teacher is able to evaluate the effectiveness of his teaching plan through such follow-ups. (Ogden et al,2014,p. 806
References
Benjamin, R. (2013). Childhood Obesity: Envisioning a Healthy and Fit Nation. Childhood Obesity (Formerly Obesity and Weight Management), 162-162. (Benjamin,2013,p.162).
Cdc.gov,. (2014). CDC – Obesity – Facts – Adolescent and School Health. Retrieved 16 November 2014,
Christopher, G. (2014). A New Voice Emerges in the Fight Against Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 163-163. (Christopher,2014, p. 163).
Global Childhood Obesity Update. (2010). Childhood Obesity (Formerly Obesity and Weight Management), 255-258.
Liebert, M. (2011). Reversing the Epidemic of Childhood Obesity: The Time Is Now! Childhood Obesity (Formerly Obesity and Weight Management), 161-161.
Ogden ,L. Carroll,D,.Kit ,K,.Flegal,.M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. Journal of the American Medical Association;311(8):806-814.
Sherri, C., & Savona-Ventura, C. (2012). Lifestyle Risk Factors for Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 25-29. (Scerri,2012,p.26).
Taylor, C., Lillis, C., & Lemon, P. (1997). Fundamentals of nursing: The art and science of nursing care. Philadelphia, PA: Lippincott-Raven. (Taylor et al,1997,p. 100).
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Proposal of a reward and pay strategy to best benefit employees at Coca Cola
Order Instructions:
Project
For this project, you will research a well-known multinational company or a multinational organization that you know well and propose an appropriate reward and pay strategy that you believe would best motivate employees to meet the overall organizational strategy and objectives.
The task is to prepare and hand in a proposal including:
1)The nature of the project.
2)The sources of information you plan to use.
3)The most important concepts and techniques to be applied.
The following conditions must meet in the project:
1)Assess the organisation in terms of its organisational strategy, objectives, mission and values.
2)Analyse the environment in which the organisation operates with regards to industry, business life cycle, etc.
3)Evaluate the organisation’s current reward and pay strategies on two criteria: for meeting its overall organisational strategy and for maintaining competitive advantage in the face of new challenges and changing conditions.
4)Reach a reasoned and evidence-based conclusion about the level of success achieved by the organisation in motivating employees to reach organisational objectives and propose a reward and pay strategy that may better serve this purpose.
5)Your analysis and discussion should have a theoretical foundation based in library research and should demonstrate an awareness of the effect of cultural values on successfully managing a diverse workforce.
6)I want a typical and a quality answer which should have about 1700 words.
7)The answer must raise appropriate critical questions.
8)The answer must include examples from experience or the web with references from relevant examples from real companies.
9)Do include all your references, as per the Harvard Referencing System,
10)Please don’t use Wikipedia web site.
11)I need examples from peer reviewed articles or researches.
Appreciate each single moment you spend in writing my paper
Best regards
SAMPLE ANSWER
Abstract
The global economic environment is increasingly becoming competitive, more turbulent and full of uncertainties. Most organizations are yet to understand the direct impact that worker have on an organization’s level of performance, profitability and ability to sustain competition. To attract and retain well qualified, talented, innovative, committed and motivated employees, who are key to sustaining an organization’s competitive advantage, appropriate reward and pay strategy need to be implemented, yet most organizations prefer using the best practise strategy, a pay and reward strategy used by most organizations, instead of adopting the best-fit approach, which involves adopting a reward and pay strategy that is relevant to the organization’s existing circumstances, and aligned to both the human resource and the organization’s strategy. Reward and pay strategy provide a pathway that links the organization’s and staff’s needs to the compensation policies within the organization. This research shall investigate the best and most appropriate reward strategy that the Coca-Cola company may adopt to increase worker’s motivation and sustain competition, performance, productivity and profitability. To achieve this, various literature and articles on reward and pay strategies shall be analysed and appropriate one suitable for Coca-Cola identified. The research shall begin by looking at the Coca-Cola company, in terms of its mission, objectives, values and visions, analyse the company’s life cycle, industry and environment, as well as the current reward and pay strategy existing in the company. Next shall be methodology, the literature review and finally discussion. The proposed reward and pay strategy shall be presented to the company for consideration.
Introduction
A good pay package for employees is no longer a guarantee that a company will attract and retain skilled, talented and motivated labour, and neither will it guarantee success and performance if it is not aligned with expected performance and organization’s objectives (Mujtaba & Shuaib 2010, 112). Research is increasingly showing that a goods basic pay alone is not enough in raising a company’s performance. Reward and pay strategy refers to the adoption of a pay and reward policies that are relevant and aligned not only to an organization’s strategy, but also to the human resource strategy and organization’s objectives. Companies need to constantly design and develop pay and other reward strategies that are relevant and that match or fit in their strategy (Yi & Hai2011, 12). Pay and rewarding system that a company adopts can be either rewarding or devastating to a company, calling for thorough planning when designing these compensation policies (Mujtaba & Shuaib 2010, 113). Employees are the most important resources in any company and therefore, all possible ways to keep them motivated need to be adopted. A motivated employee, whose performance is recognized and appropriately rewarded, is likely to perform even more and become innovative in his work. Most organizations do not understand the link between strategic reward system and organizations’ success, yet reward policies practises by an organization have the potential of making an organization very successful or succumb to competition. The Human resource department is vital in influencing the pay and reward strategies that companies adopt. Successful organizations perform periodical evaluation and upgrading of the company’s performance and compensation strategies. As organizations strive to succeed, register increased profits, out-perform each other and meet their objectives, they have to overcome hurdles emanating both from their internal operations such as reward and pay policies, management or from the external environment such as recession, taxation policies, cultural values and demographic factors. While there are many factors that may influence an organization’s performance, employees within an organization play a key role in influencing an organization’s performance and achievement of its objective. Pay and reward strategies tell a lot about a company and it is the most visible and crucial aspect to employees (Mujtaba & Shuaib 2010, 115). It is against this background that this proposal seeks to make further research regarding the pay and reward strategies practised in organizations, with special focus on the Coca-Cola company, and identify the link between strategy adopted and performance and the best strategy that the company may adopt to increase employees motivation.
Coca-Cola Company is one of the most stable multi-national companies in the world operating under the manufacturing industry (Geisel 2012, 15)
Mission
The company’s mission is to ensure that the world remains refreshed, happy, inspired and optimistic. It is also keen on creating value and making a difference to its customers ((The Coca-Cola chronicles, n.d))
Vision and Values
Its values include leadership, accountability, integrity, quality and collaboration, while its vision is to become a great working place where employees are inspired to produce their best, to supply to the world high quality beverage that satisfy customer needs, to maximize profits while at the same time remaining responsible and realize rapid growth and efficiency (The Coca-Cola chronicles, n.d)
The company’s micro and macro environment
The company operates in a very competitive environment, just like other manufacturing companies. Both micro and macro environmental factors influence the company’s performance. Micro environmental factors such as competitors such as Pepsi, suppliers, pressure group and customer are forces that the company needs to deal with, especially due to the fact that the company operates in various parts of the world which may present difficult challenges to the company’s performance. For example, the company has had to deal with pressure groups from several Muslim countries who at one point boycotted consumption of the company’s products (‘Coca-Cola freezes expansion at Varanasi due to protests, approval delay 2014, 8-10). Macro factors such as economic cycles, demographic factors, natural disasters and political factors also play a role in influencing the company’s performance. The company for example has registered a decline in profits during the resent global recession and profits from politically unstable environments have caused the company’s profits to dwindle in the affected regions. Despite these environmental challenges, the company has managed to maintain a commandeering lead in the supply of beverages across the globe, with its product and brand gaining worldwide popularity (Eavis ,2014)
The company’s life cycle
The company has made tremendous gains since its inception or birth to the point of reaching maturity. The company can be said to have attained the highest point of growth, maturity, characterised by rapid expansion, and increased departments, large number of employees and financial resources as well as extensive formalization. Management style can be categorized as synergist, indicating a sophisticated and efficient management.
The current reward and pay strategies
The company’s pay and reward strategy and policies are intended to help the company achieve its strategic goals, missions and visions. Its reward system incorporates basic pay or salary, compensations, and other benefits such as healthcare policies. Coca-Cola company has incorporated a number of rewards in order to enhance performance of the employees. An eclectic approach include compensation that is the usual basic salary and other monetary incentives, ability to get loans and also incentives like promotions and other career growth opportunities. The working environment facilitates a good co-existence amongst the employees and also with those in management. Trainings are organised to facilitate personal growth that will in return lead to competence and achieving of the set targets. The Human resource is key in maintaining the staff that is essential to the good performance of the company. The release of performance results also means extra bonuses and recognition of individual workers’ contribution that is good for esteem growth and identification with the company. The individual assignments given will also lead to opportunities to identify the weak personal points and offer training to fill these gaps and in future lead to better performance both at the individual targets and the company’s targets (Anfuso 1994, 112)
Methodology
This research shall be based upon review of various literatures examining of documents regarding the reward and pay strategies that can motivate employees and enhance their performance. The main literature reviewed shall be articles, books, business journals and periodicals, and other relevant human resource related publications related to reward and pay strategies, so as to find out the best reward and pay strategies that human resource most recommended by HR experts and practised by most successful and modern organizations.
Literature Review
For an organization to succeed and maintain a competitive edge over the rest, it has to effectively reward and motivate its employees. The human resource department has the responsibility of managing performance of both employees and managers. The reward and pay policies an organization adopts is responsible for motivating workers, especially when it is timely, effective and comprehensive (Yi & Hai 2011, 15). Studies show that there is a positive relationship between an employees pay and reward, to general organization’s performance. If employees perceive the pay and reward to be fair, they are more likely to be motivated towards their work (O’Byrne & Gressle 2013,28). Organizations need to reward any improvement in performance and employees’ quality work because if workers link the reward and pay to their performance and work, then they are more likely to strive towards producing quality results. To encourage employees to always be ethical at the work place, then managers may find a need to reward workers behaviour to motivate such ethical behaviours. The HR department has also the responsibility of ensuring that the reward systems adopted are in line with the organization’s values, missions and objectives. The pay and reward systems should also be based on merit and highly performing employees should receive higher rewards (Zenger 1992, 200). Most HR specialist recommend adoption and implementation of a total reward strategy. This whole-some strategy encompasses compensation, which includes basic pay, pay increase, promotions and merit pay. It also includes benefits such as health care benefits and retirement benefits, as well as off-time considerations. A comprehensive reward system should also allow for personal growth through regular training, provide opportunity for career development, and fair performance management ((Gross & Friedman 2004, 8))
Conclusion
To further sustain its competitiveness, provide quality product that refresh the world, and increase employees innovation, a total reward strategy would be the best for the company to adopt. Various employees are motivated differently, either intrinsically or extrinsically. A total reward system will address all the different types of worker expectations (Gross & Friedman 2004, 8). This will keep them motivated and productive. The company will also be able to retain them and make use of their talent.
List of References
Anfuso, D 1994, ‘HR unites the world of Coca-Cola’, Personnel Journal, 73, 11, p. 112.
‘Coca-Cola freezes expansion at Varanasi due to protests, approval delay’ 2014, FMCG Snapshot, pp. 8-10.
Eavis, P 2014, ‘Coca-Cola, yielding to criticism, revises its proposal for executive pay’, The New York Times, 2014, Opposing Viewpoints in Context.
Geisel, J 2012, ‘Coca-Cola designs innovative captive plan’, Business Insurance, 46, 19, p. 15.
Gross, S, & Friedman, H 2004, ‘Creating an Effective Total Reward Strategy: Holistic Approach Better Supports Business Success’, Benefits Quarterly, 20, 3, pp. 7-12.
Mujtaba, B, & Shuaib, S 2010, ‘An Equitable Total Rewards Approach to Pay for Performance Management’, Journal Of Management Policy & Practice, 11, 4, pp. 111-121.
O’Byrne, S, & Gressle, M 2013, ‘How ‘Competitive Pay’ Undermines Pay for Performance (and What Companies Can Do to Avoid That)’, Journal Of Applied Corporate Finance, 25, 2, pp. 26-38.
Yi Hua, H, & Hai Ming, C 2011, ‘STRATEGIC FIT AMONG BUSINESS COMPETITIVE STRATEGY, HUMAN RESOURCE STRATEGY, AND REWARD SYSTEM’, Academy Of Strategic Management Journal, 10, 2, pp. 11-32.
Zenger, TR 1992, ‘Why Do Employers Only Reward Extreme Performance? Examining the Relationships among Performance, Pay, and Turnover’, Administrative Science Quarterly, 37, 2, pp. 198-219.
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