Category Archives: Communication and Diversity

Organizational Development& Cummings & Worley; Leading Strategic Change at DaVita


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Organizational Development& Cummings & Worley

Leading Strategic Change at DaVita

https://brainmass.com/file/335001/Davita+-+Part+1.pdf

Leading Strategic Change at DaVita: The Integration of the Gambro Acquisition READ and ANALYZE the case and answer the 4 questions at the end of the case.
This paper should be a minimum of 4 pages in length./APA/ At least 2 sources
4 QUESTIONS AT THE END

1. How would you characterize DaVita’s strategy?
2. What advice would you give Kent Thiry in terms of leading and managing the integration of the Gambro organization?
3. What would be included in your “first 100 days” action plan?
4. How could you preserve DaVita’s culture in the face of an acquisition that includes Thiry’s former organization, Vivra.

Important website to use:

https:/brainmass.com/business/mergers-and-acquisitions/leading-strategic-change-davita-gambro-acquisition-429373

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Non-Verbal​ communication Speech


Non-Verbal communication Speech

Observe other people having a conversation and note their nonverbal communication. Use these notes and describe what you saw and what you think the meaning of their nonverbal communication was.

HDS101 Summative Assessment Task 2: Information Handout for Workplaces


HDS101 Summative Assessment Task 2: Information Handout for Workplaces

 

Task Description

Within your team you will investigate one industry context (healthcare, sport and recreation, education, entertainment, transport, or retail). You will then individually create an information handout on: “making your workplace accessible for someone with a hearing impairment”.  The information can be presented as a brochure, booklet or information sheet. It should describe the importance of inclusion for people with communication difficulty in the chosen workplace sector, and outline relevant Australian legislation. It should also provide a brief description of hearing loss and the factors impacting on communication for people with hearing impairment, as well as strategies for communication access tailored to the specific workplace context. You can chose whether you would like to address the issues of workplace inclusion for employees (e.g. service staff), or service users (e.g. customers/ students/patients). While research collaboration is encouraged, your final submitted assignment must be your own individual work (no joint submissions or identical material).

Assessment Criteria

In this task you will be assessed on your ability to:

  1. Explain the concepts of inclusion and equity, with reference to relevant legislative acts (ILO2)
  2. Explain the causes and mechanisms of hearing impairment, and predict the communication access needs of someone with hearing impairment in the specific communication environment (ILO3)
  3. Generate suggestions for improved access for individuals with hearing impairment in that environment, based on all levels of the biopsychosocial model (ILO4), and
  4. Communicate this information in a format appropriate to workplace managers and employees/co-workers (ILO5).

Performance Standards Criteria – How will I be marked on this task?

NB: Marking staff and students, please note that all assessment criteria (left column) are of equal importance, and will be weighted equally in the final grade for this AT.

Criterion High Distinction Distinction Credit Pass (minimum requirements) Unsatisfactory
1. Explain the concepts of inclusion and equity, with reference to relevant legislative acts Student meets all Distinction criteria.

Student details a convincing argument for the inclusion of people with disability/HI within the assigned industry (as employees or service users).

Student meets all Credit criteria.

Student cites peer-reviewed, published literature and statistical data to support their explanations.

Student provides a detailed definition of inclusion, with at least one relevant industry example.

Student describes one or more relevant legislative acts or policies.

Student provides a short definition of inclusion.

Student identifies one or more legislative acts or policies relating to inclusion in the assigned industry.

No definition of inclusion is provided.

And/or

No policies or legislative acts are identified, or those identified are not relevant to the industry context.

2. Explain the causes and mechanisms of hearing impairment (HI), and predict the communication access needs of someone with hearing impairment in the specific communication environment Student meets all Distinction criteria.

Student uses specific hypothetical or reported examples to illustrate potential/actual communication barriers for people with HI in the assigned industry.

Student meets all Credit criteria.

Student includes statistics on HI and its impact on inclusion in the assigned industry.

Student cites peer-reviewed, published literature and statistical data to support their explanation of HI and communication barriers.

 

Student’s definition of HI acknowledges the biopsychosocial influences on hearing.

Student describes more than one accurate cause of HI.

Student describes at least two potential barriers to communication for a person with HI in the industry environment.

Student provides a clear definition of HI.

Student lists more than one accurate cause of HI.

Student identifies at least two potential barriers to communication for a person with HI in the industry environment.

No definition of HI is provided, or the definition is unclear.

And/or

Student lists less than two causes of HI, or causes are incorrect.

And/or

Student lists less than two barriers, or barriers are not relevant to the industry context.

3. Generate suggestions for improved access for individuals with hearing impairment in that environment, based on all levels of the biopsychosocial model Student meets all Distinction criteria.

Student’s strategies are innovative, detailed, and acknowledge potential challenges in implementation relevant to the industry.

Student meets all Credit criteria.

Student cites peer-reviewed, published literature and statistical data to justify the use of these strategies.

 

Student provides a detailed description of several industry-relevant strategies for communication inclusion of individuals with HI.

A strong understanding of the biopsychosocial perspective is evident in the student’s strategies.

Student lists more than one strategy for improved access for individuals with HI, relevant to the industry context.

Strategies consider hearing impairment from more than one biopsychosocial domain.

Student lists or describes less than two strategies, or the strategies are not relevant to the industry context.

And/or

Strategies are focused at only one domain of the biopsychosocial framework.

4. Communicate this information in a format appropriate to workplace managers and employees Student meets all Distinction criteria.

Student demonstrates creativity and close attention to detail in the visual presentation of material, to improve reader engagement.

Student meets all Credit criteria.

References and citations are correctly formatted to APA 5th Edition standards.

The work contains no errors in spelling, grammar, and typography.

 

Student meets all Pass criteria.

The language used in the pamphlet is appropriate to the industry audience.

Formatting and layout is well structured and highlights key information to the reader.

Student references the source of all published information/statistics used in their work.

Professional and person-first language conventions are mostly maintained throughout the work.

The work contains occasional errors in spelling, grammar, and typography.

The assignment is presented in basic pamphlet/information sheet/booklet format.

Assignment contains any of the following:

– directly plagiarised material that has not been appropriately referenced.

unprofessional or inappropriate language

– frequent spelling, grammatical, or typographical errors.

And/or

Formatting and general presentation is of a poor standard, or is not in a pamphlet/information sheet/booklet format.

What will help me to prepare for this assessment?

During seminar 3 (on communication rights and disability legislation), you will work together in teams to collate and synthesise information relevant to your assigned industry context. Your week 4 content provides general information relating to hearing loss and appropriate environmental modifications. During the group research activities you can discuss the topic with your peers, and help each other to consider new or different perspectives. For your individual assignments, you will apply the knowledge you have learned across weeks 3 and 4 to your assigned industry, in the form of an information handout. You’ll have a chance to see examples of similar handouts in week 3.

What will I learn from this assignment?

In addition to the assessment criteria listed above, the preparation (seminar) activities for this task give you practice in working collaboratively to gather information, exercising your skills in teamwork (GLO7) and communication (GLO2). The final product (information handout) is highly authentic to the health industry, given that health professionals are frequently expected to act as information brokers and inclusion advocates within the public forum. You can add this handout to your professional portfolios as an example of your work.

What feedback will I receive on my assignment?

You will receive a mark out of 20, which will correspond with a grade (e.g. Pass, High-Distinction). Your performance on each criteria will be indicated on your marked rubric. You will need to download your feedback file to view this rubric. You will receive some general written feedback on your strengths and areas for improvement.

This assignment will not be marked-up.

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