Category: Human Resource Management

  • [Solved] HRM 300 Mod 1 Journal

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  • [Solved] Big project due July 20

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    Read the following case study. Project 415 Student workbook-2.pdf This case outlines physician attraction issues faced by Windsor, a mid-size Canadian city located in southwestern Ontario. The city is experiencing a severe physician shortage. To address this shortage, city leaders must create a comp…

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    Read the following case study. Project 415 Student workbook-2.pdf This case outlines physician attraction issues faced by Windsor, a mid-size Canadian city located in southwestern Ontario. The city is experiencing a severe physician shortage. To address this shortage, city leaders must create a compelling vision of the benefits that incoming doctors might anticipate when setting up their practices in their area. To that end, the City of Windsor has created the Health Services Recruitment Office staffed by an HR director with previous experience in other industries. The director is responsible for locating and attracting candidates but not for screening or selection. Her immediate challenge is to find a general practitioner for a local hospital, but her long-term goal is to address the substantial physician shortage throughout the region in hospitals, clinics and family practices.
    Create a PowerPoint presentation to present to the HR director. Your presentation must cover the following information:
    Describe the problems facing the director of Health Services Recruitment related to the recruitment of medical doctors in Windsor-Essex.
    What types of labor market factors influence the director’s recruitment strategy?
    What strategic actions can the director take in the long term to increase the successful recruitment of doctors?
    Develop an advertisement that can be used to recruit doctors.
    Evaluate the CV’s provided in the case.
    Develop questions that should be a part of the director’s interview protocol. And explain why you feel these are these questions will be useful.
    Describe what actions the director should take to attract the three candidates profiled?
    Develop a sample itinerary (a plan for what the candidate’s visit should include in terms of site visits, regional area, etc.) for each candidate.
    Research and reference external sources such as the internet and business magazines in addition to the course textbook. Using publicly available information, the case is meant to develop recommendations to the director of Health Services Recruitment. Current statistics about the doctor shortage from public sources referenced in the text are included. You are encouraged to research these resources on the Internet to better understand the case. Additional resources include physician recruitment web sites for other communities facing a doctor shortage as well as articles on labor shortages being experienced in the U.S. and Canadian health care systems. The curriculum vitae for the three candidates are fictional. Any similarity to an actual person is unintentional.
    I have attached the case study document for you to review and begin working on your presentation
    Project 415 Student workbook-1.pdf
    As part of this online class, you have the option to deliver their presentation as a live webmeeting or a pre-recorded presentation. You must share your screen, including presentation slides, and the video feed of yourself presenting. You must be visibly dressed in business formal attire during the presentation or recording.
    For presentation delivery as a live webmeeting, email me proposing 3 possible dates and times that work for you. Live webmeetings must take place during office hours November 13 or 14. I will select the proposed date/time that best aligns with my availability for the live webmeeting to occur, and I will send a Google calendar invitation to you. When proposing the dates/times, also indicate which videoconferencing tool you plan to use. Be sure to test it out first. You must share screen, video, and audio during your delivery. Let me know if you will use a separate dial-in number for audio. You will be asked questions during your live presentation.
    For pre-recorded presentations, be sure to upload your presentation package, including video and audio as one .mpeg, .mp4, or .pps (PowerPoint Show) file. Since there will be no live questions with prerecorded presentations, you must demonstrate extensive depth of research.
    You will be graded on your presentation’s content, depth of research, your delivery of the presentation, and your use of technology (audio, video, hyperlinks, multimedia, and appropriate use of slide transitions, animation, and images). Be sure to cite your sources. You must wear business attire (not business casual). Your presentation file and speaker notes must be submitted via Canvas by the date of your presentation. Your presentation should be at least 5 to 7 minutes in duration. Be sure to cite your sources, even if you only use the textbook.

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    I need you help – ## JWI505Week9LectureNotes.pdf – Assignment3BusinessCommunications.jpeg **## JWI505Week9LectureNotes.pdf** JWI 505: Business Communications and Executive Presence Week 9 Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University confidential …

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    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 1 of 6

    Digital and Social Media

    What It Means

    Whether you are conversing with a colleague, leading a team meeting, or addressing your

    entire company, you have the ability to communicate authentically and confidently. But how

    do you communicate with people you do not interact with on a daily basis? How do you

    deliver messages in an environment you cannot easily control, where opinions are magnified

    and everything you say is recorded forever? In short, how do you communicate online?

    A strong digital presence is paramount to strengthening your brand. You will learn more about

    your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

    will focus on your personal brand. When roughly half of the world’s population uses a social

    networking website or app, you cannot afford to ignore your digital footprint. It must be

    professional, well-organized, and genuine, and it must align with your organization’s values.

    In this lecture, you will learn how to present yourself online. We will discuss how to

    communicate strategically across different social networks, as well as what to include in a

    digital engagement policy.

    Why It Matters

    • Prospective employees, employers, and customers use your online presence to
    learn about you.

    • Different social networks can provide you with different opportunities to grow.

    • A comprehensive digital engagement policy can align your organization around its
    mission.

    “You are responsible for everything you post and everything you post will be a reflection
    of you.”

    Germany Kent

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 2 of 6

    The Internet Is Written in Ink

    Warren Buffett advises his employees to take “the newspaper test” before they make a big

    decision. If you are unsure about a certain action, you ask yourself how you would feel if your

    local newspaper wrote about it the next day. If you still have any doubts, you do not take the

    action. You will be responsible for the decision and all of its outcomes. And as you learned in

    Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

    trust and confidence. Your local newspaper will definitely not help you.

    The same principle holds true for what you say and do online. The big difference is that you

    have more to worry about than your local newspaper. If enough people see or respond to

    something you post, anything you write can go viral overnight. And while you can delete or edit

    your content, you can never ensure that what you posted will not be read. As a character from

    the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

    ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

    tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

    not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

    manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

    Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

    Banking Group. Even though they used their personal social media accounts, both Helms and

    Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

    would you want this content to be even remotely associated with your organization?

    Even if you are using social media on your personal time, what you do reflects on the

    organizations you are associated with. It can also spark the curiosity of the organizations you

    want to be associated with. According to a 2018 study by CareerBuilder, an employment

    website, 70% of employers surveyed said they looked at social media sites to help them

    evaluate job applicants. For hiring managers, your résumé and your interview are both

    important. But how you present yourself online can offer a truer sense of your personality. And

    according to CareerBuilder’s study, 57% of employers reported they had found material on

    those sites that led them to eliminate candidates.2 Sharing inappropriate content,

    1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
    2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
    According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
    09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
    Candidate-According-to-Recent-CareerBuilder-Survey.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 3 of 6

    communicating unprofessionally, and spreading mistruths are all warning signs for hiring

    managers.

    This is not to say you can never use social media, or that you can never express your opinions.

    In fact, most employers expect you to have an active online presence. After all, if you were a

    hiring manager, and you could not find information about a job applicant anywhere online, what

    would you assume about them? You just have to make sure your online presence – your

    LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

    to reflect who you are as a person. And it must demonstrate why you are worth listening to.

    What to Post and Where to Post It

    In Week 6 of our course, you learned the five components of a strong communication strategy.

    You know that your objective plays a key role in determining both your content and your

    medium. You want to capitalize on every opportunity you have to expand your presence and

    create strong connections with others. Social networks can help you do that. You need to

    assess what you want to accomplish online and act accordingly.

    Not all social networks are alike, and you will want to use different channels for different

    purposes. For example, imagine that you are the sole proprietor of a photography business. You

    have a number of very loyal clients, but you want to expand your presence and grow your

    business. You already know that you should have a strong LinkedIn profile. This is how you

    connect with other professionals and display your credentials and accomplishments. But what

    else do you need? If you have enough clients, you could create a Facebook page for your

    business. This will be useful for sharing updates with those clients. You should have a website

    that lists all of your services, as well as your contact information and a short biography. Since

    you work in visual arts, you should have an account on a platform that caters to visual

    expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

    capitalize on new business trends and share articles. In each of these instances, your objective

    is to spread awareness of who you are and what you do. And while the content you share on

    these platforms should all align with your personal brand, you will tailor that content to each

    channel. This way, you fulfill your objective through different means. As Laura Brown reminds

    us, just make sure you use these channels consistently and frequently to build your online

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 4 of 6

    presence.3

    Using social media to expand your personal presence sounds straightforward, and if you deliver

    the right content about yourself through the right channels, you will succeed. But whatever you

    present online is always open to scrutiny. This is especially true if you are looking for a job.

    Take a look at your social media accounts, especially if you do not use very strong privacy

    settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

    very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

    drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

    topics like these very heavily when they make decisions.4 You may not mean to offend those

    managers when you share pictures from your birthday party or when you post a political opinion

    piece. But what would potential employers think if they saw this content? Posting too much

    personal information could make you seem self-absorbed and unlikely to contribute to team

    goals. Posting very strong opinions about controversial issues could indicate that you are

    argumentative and will not cooperate with your colleagues. And posting too many pictures of

    yourself drinking and partying suggests that you might not take work seriously.

    Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

    want to know more about who you are. They also want to make sure your qualifications are

    legitimate. The background you have posted online should match with what you have on your

    résumé. In fact, hiring managers will look extremely favorably on content that is communicated

    professionally or that demonstrates positive interests, like volunteer work. This is why you

    should constantly update your professional networking accounts, such as LinkedIn or Shapr.

    Your other accounts should complement that background, especially if you use them for

    professional purposes. Your personal profiles, such as your personal Instagram account, are

    best kept private.

    You should still exercise this level of caution if you are gainfully employed. The way you present

    yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

    employers use social media to research their employees.5 Even if you think your boss does not

    check your accounts, think about your connections. Are you Facebook friends with your team

    3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
    143-155.
    4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
    February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
    candidates-researchers-find.
    5 CareerBuilder.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 5 of 6

    members? Do your colleagues follow you on Snapchat? If they took issue with something you

    posted, what might they do? There are countless examples of people like Denise Helms and

    Stephanie Bon who have been reprimanded or even fired for what they posted on their

    accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

    fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

    easily.

    Setting Guidelines for Employees

    Preventing your coworkers and employees from checking their social media accounts during the

    workday is extraordinarily difficult. But considering that your employees can be powerful

    advocates for your organization online, you do not necessarily want to prevent them. In fact, as

    many business leaders have learned, you can use their online presence to your benefit. Jeremy

    Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

    a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

    created a curriculum for employees on how to use social media effectively.

    A digital engagement policy is a strong step toward harnessing your employees’ power as digital

    advocates. This policy outlines what your brand is and how to project that brand online. It details

    what content your employees should never post. It offers a thorough definition of acceptable

    conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

    acceptable for different channels.

    Having a digital engagement policy does not mean imposing strict rules on what your

    employees say online. Often, what you put in your policy should be common sense. For

    example, regardless of who you are or where you work, you should never post anything lewd or

    discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

    digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

    employees not to respond to customer inquiries online unless they are part of the official

    Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

    Company, ask employees to make it clear that their posts are their own opinions, not those of

    the entire organization. Guidelines like these protect your organization’s brand and prevent

    potential crises.

    Employees should not feel that their thoughts are being policed. But if they are openly affiliated

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 6 of 6

    with you and your organization, you want them to be positive spokespeople for your brand.

    Perhaps you can create a blog that employees can use to post about working at the company.

    Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

    Spotify and Reebok have created hashtags which employees can use in their posts. Adding

    #fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

    upholding their company’s brand.

    Looking Ahead

    In this lecture, we examined the elements of a strong, professional social media presence. We

    discussed how to use different online platforms for different objectives. We also uncovered how

    to protect your and your organization’s reputations through tools like digital engagement

    policies. You know that your online presence can be a significant boon to your professional

    development. But as we have discovered, sending the wrong messages can severely hinder

    your aspirations. You should feel free to express your opinions on the Internet. Just make sure

    you know what those opinions represent and how they might appear to others.

    In our final lecture, we will return to the topic of executive presence. We began this course by

    learning what it is and why it is so important for you. We will conclude by exploring how to

    demonstrate your own executive presence while you grow as a leader.

    **Assignment3BusinessCommunications.jpeg**

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    **## JWI505Week9LectureNotes.pdf**

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 1 of 6

    Digital and Social Media

    What It Means

    Whether you are conversing with a colleague, leading a team meeting, or addressing your

    entire company, you have the ability to communicate authentically and confidently. But how

    do you communicate with people you do not interact with on a daily basis? How do you

    deliver messages in an environment you cannot easily control, where opinions are magnified

    and everything you say is recorded forever? In short, how do you communicate online?

    A strong digital presence is paramount to strengthening your brand. You will learn more about

    your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

    will focus on your personal brand. When roughly half of the world’s population uses a social

    networking website or app, you cannot afford to ignore your digital footprint. It must be

    professional, well-organized, and genuine, and it must align with your organization’s values.

    In this lecture, you will learn how to present yourself online. We will discuss how to

    communicate strategically across different social networks, as well as what to include in a

    digital engagement policy.

    Why It Matters

    • Prospective employees, employers, and customers use your online presence to
    learn about you.

    • Different social networks can provide you with different opportunities to grow.

    • A comprehensive digital engagement policy can align your organization around its
    mission.

    “You are responsible for everything you post and everything you post will be a reflection
    of you.”

    Germany Kent

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 2 of 6

    The Internet Is Written in Ink

    Warren Buffett advises his employees to take “the newspaper test” before they make a big

    decision. If you are unsure about a certain action, you ask yourself how you would feel if your

    local newspaper wrote about it the next day. If you still have any doubts, you do not take the

    action. You will be responsible for the decision and all of its outcomes. And as you learned in

    Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

    trust and confidence. Your local newspaper will definitely not help you.

    The same principle holds true for what you say and do online. The big difference is that you

    have more to worry about than your local newspaper. If enough people see or respond to

    something you post, anything you write can go viral overnight. And while you can delete or edit

    your content, you can never ensure that what you posted will not be read. As a character from

    the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

    ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

    tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

    not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

    manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

    Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

    Banking Group. Even though they used their personal social media accounts, both Helms and

    Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

    would you want this content to be even remotely associated with your organization?

    Even if you are using social media on your personal time, what you do reflects on the

    organizations you are associated with. It can also spark the curiosity of the organizations you

    want to be associated with. According to a 2018 study by CareerBuilder, an employment

    website, 70% of employers surveyed said they looked at social media sites to help them

    evaluate job applicants. For hiring managers, your résumé and your interview are both

    important. But how you present yourself online can offer a truer sense of your personality. And

    according to CareerBuilder’s study, 57% of employers reported they had found material on

    those sites that led them to eliminate candidates.2 Sharing inappropriate content,

    1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
    2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
    According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
    09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
    Candidate-According-to-Recent-CareerBuilder-Survey.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 3 of 6

    communicating unprofessionally, and spreading mistruths are all warning signs for hiring

    managers.

    This is not to say you can never use social media, or that you can never express your opinions.

    In fact, most employers expect you to have an active online presence. After all, if you were a

    hiring manager, and you could not find information about a job applicant anywhere online, what

    would you assume about them? You just have to make sure your online presence – your

    LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

    to reflect who you are as a person. And it must demonstrate why you are worth listening to.

    What to Post and Where to Post It

    In Week 6 of our course, you learned the five components of a strong communication strategy.

    You know that your objective plays a key role in determining both your content and your

    medium. You want to capitalize on every opportunity you have to expand your presence and

    create strong connections with others. Social networks can help you do that. You need to

    assess what you want to accomplish online and act accordingly.

    Not all social networks are alike, and you will want to use different channels for different

    purposes. For example, imagine that you are the sole proprietor of a photography business. You

    have a number of very loyal clients, but you want to expand your presence and grow your

    business. You already know that you should have a strong LinkedIn profile. This is how you

    connect with other professionals and display your credentials and accomplishments. But what

    else do you need? If you have enough clients, you could create a Facebook page for your

    business. This will be useful for sharing updates with those clients. You should have a website

    that lists all of your services, as well as your contact information and a short biography. Since

    you work in visual arts, you should have an account on a platform that caters to visual

    expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

    capitalize on new business trends and share articles. In each of these instances, your objective

    is to spread awareness of who you are and what you do. And while the content you share on

    these platforms should all align with your personal brand, you will tailor that content to each

    channel. This way, you fulfill your objective through different means. As Laura Brown reminds

    us, just make sure you use these channels consistently and frequently to build your online

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 4 of 6

    presence.3

    Using social media to expand your personal presence sounds straightforward, and if you deliver

    the right content about yourself through the right channels, you will succeed. But whatever you

    present online is always open to scrutiny. This is especially true if you are looking for a job.

    Take a look at your social media accounts, especially if you do not use very strong privacy

    settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

    very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

    drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

    topics like these very heavily when they make decisions.4 You may not mean to offend those

    managers when you share pictures from your birthday party or when you post a political opinion

    piece. But what would potential employers think if they saw this content? Posting too much

    personal information could make you seem self-absorbed and unlikely to contribute to team

    goals. Posting very strong opinions about controversial issues could indicate that you are

    argumentative and will not cooperate with your colleagues. And posting too many pictures of

    yourself drinking and partying suggests that you might not take work seriously.

    Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

    want to know more about who you are. They also want to make sure your qualifications are

    legitimate. The background you have posted online should match with what you have on your

    résumé. In fact, hiring managers will look extremely favorably on content that is communicated

    professionally or that demonstrates positive interests, like volunteer work. This is why you

    should constantly update your professional networking accounts, such as LinkedIn or Shapr.

    Your other accounts should complement that background, especially if you use them for

    professional purposes. Your personal profiles, such as your personal Instagram account, are

    best kept private.

    You should still exercise this level of caution if you are gainfully employed. The way you present

    yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

    employers use social media to research their employees.5 Even if you think your boss does not

    check your accounts, think about your connections. Are you Facebook friends with your team

    3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
    143-155.
    4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
    February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
    candidates-researchers-find.
    5 CareerBuilder.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 5 of 6

    members? Do your colleagues follow you on Snapchat? If they took issue with something you

    posted, what might they do? There are countless examples of people like Denise Helms and

    Stephanie Bon who have been reprimanded or even fired for what they posted on their

    accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

    fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

    easily.

    Setting Guidelines for Employees

    Preventing your coworkers and employees from checking their social media accounts during the

    workday is extraordinarily difficult. But considering that your employees can be powerful

    advocates for your organization online, you do not necessarily want to prevent them. In fact, as

    many business leaders have learned, you can use their online presence to your benefit. Jeremy

    Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

    a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

    created a curriculum for employees on how to use social media effectively.

    A digital engagement policy is a strong step toward harnessing your employees’ power as digital

    advocates. This policy outlines what your brand is and how to project that brand online. It details

    what content your employees should never post. It offers a thorough definition of acceptable

    conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

    acceptable for different channels.

    Having a digital engagement policy does not mean imposing strict rules on what your

    employees say online. Often, what you put in your policy should be common sense. For

    example, regardless of who you are or where you work, you should never post anything lewd or

    discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

    digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

    employees not to respond to customer inquiries online unless they are part of the official

    Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

    Company, ask employees to make it clear that their posts are their own opinions, not those of

    the entire organization. Guidelines like these protect your organization’s brand and prevent

    potential crises.

    Employees should not feel that their thoughts are being policed. But if they are openly affiliated

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 6 of 6

    with you and your organization, you want them to be positive spokespeople for your brand.

    Perhaps you can create a blog that employees can use to post about working at the company.

    Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

    Spotify and Reebok have created hashtags which employees can use in their posts. Adding

    #fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

    upholding their company’s brand.

    Looking Ahead

    In this lecture, we examined the elements of a strong, professional social media presence. We

    discussed how to use different online platforms for different objectives. We also uncovered how

    to protect your and your organization’s reputations through tools like digital engagement

    policies. You know that your online presence can be a significant boon to your professional

    development. But as we have discovered, sending the wrong messages can severely hinder

    your aspirations. You should feel free to express your opinions on the Internet. Just make sure

    you know what those opinions represent and how they might appear to others.

    In our final lecture, we will return to the topic of executive presence. We began this course by

    learning what it is and why it is so important for you. We will conclude by exploring how to

    demonstrate your own executive presence while you grow as a leader.

    **Assignment3BusinessCommunications.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3businesscommunications-jpeg)

    **## JWI505Week9LectureNotes.pdf**

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 1 of 6

    Digital and Social Media

    What It Means

    Whether you are conversing with a colleague, leading a team meeting, or addressing your

    entire company, you have the ability to communicate authentically and confidently. But how

    do you communicate with people you do not interact with on a daily basis? How do you

    deliver messages in an environment you cannot easily control, where opinions are magnified

    and everything you say is recorded forever? In short, how do you communicate online?

    A strong digital presence is paramount to strengthening your brand. You will learn more about

    your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

    will focus on your personal brand. When roughly half of the world’s population uses a social

    networking website or app, you cannot afford to ignore your digital footprint. It must be

    professional, well-organized, and genuine, and it must align with your organization’s values.

    In this lecture, you will learn how to present yourself online. We will discuss how to

    communicate strategically across different social networks, as well as what to include in a

    digital engagement policy.

    Why It Matters

    • Prospective employees, employers, and customers use your online presence to
    learn about you.

    • Different social networks can provide you with different opportunities to grow.

    • A comprehensive digital engagement policy can align your organization around its
    mission.

    “You are responsible for everything you post and everything you post will be a reflection
    of you.”

    Germany Kent

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 2 of 6

    The Internet Is Written in Ink

    Warren Buffett advises his employees to take “the newspaper test” before they make a big

    decision. If you are unsure about a certain action, you ask yourself how you would feel if your

    local newspaper wrote about it the next day. If you still have any doubts, you do not take the

    action. You will be responsible for the decision and all of its outcomes. And as you learned in

    Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

    trust and confidence. Your local newspaper will definitely not help you.

    The same principle holds true for what you say and do online. The big difference is that you

    have more to worry about than your local newspaper. If enough people see or respond to

    something you post, anything you write can go viral overnight. And while you can delete or edit

    your content, you can never ensure that what you posted will not be read. As a character from

    the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

    ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

    tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

    not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

    manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

    Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

    Banking Group. Even though they used their personal social media accounts, both Helms and

    Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

    would you want this content to be even remotely associated with your organization?

    Even if you are using social media on your personal time, what you do reflects on the

    organizations you are associated with. It can also spark the curiosity of the organizations you

    want to be associated with. According to a 2018 study by CareerBuilder, an employment

    website, 70% of employers surveyed said they looked at social media sites to help them

    evaluate job applicants. For hiring managers, your résumé and your interview are both

    important. But how you present yourself online can offer a truer sense of your personality. And

    according to CareerBuilder’s study, 57% of employers reported they had found material on

    those sites that led them to eliminate candidates.2 Sharing inappropriate content,

    1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
    2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
    According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
    09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
    Candidate-According-to-Recent-CareerBuilder-Survey.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 3 of 6

    communicating unprofessionally, and spreading mistruths are all warning signs for hiring

    managers.

    This is not to say you can never use social media, or that you can never express your opinions.

    In fact, most employers expect you to have an active online presence. After all, if you were a

    hiring manager, and you could not find information about a job applicant anywhere online, what

    would you assume about them? You just have to make sure your online presence – your

    LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

    to reflect who you are as a person. And it must demonstrate why you are worth listening to.

    What to Post and Where to Post It

    In Week 6 of our course, you learned the five components of a strong communication strategy.

    You know that your objective plays a key role in determining both your content and your

    medium. You want to capitalize on every opportunity you have to expand your presence and

    create strong connections with others. Social networks can help you do that. You need to

    assess what you want to accomplish online and act accordingly.

    Not all social networks are alike, and you will want to use different channels for different

    purposes. For example, imagine that you are the sole proprietor of a photography business. You

    have a number of very loyal clients, but you want to expand your presence and grow your

    business. You already know that you should have a strong LinkedIn profile. This is how you

    connect with other professionals and display your credentials and accomplishments. But what

    else do you need? If you have enough clients, you could create a Facebook page for your

    business. This will be useful for sharing updates with those clients. You should have a website

    that lists all of your services, as well as your contact information and a short biography. Since

    you work in visual arts, you should have an account on a platform that caters to visual

    expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

    capitalize on new business trends and share articles. In each of these instances, your objective

    is to spread awareness of who you are and what you do. And while the content you share on

    these platforms should all align with your personal brand, you will tailor that content to each

    channel. This way, you fulfill your objective through different means. As Laura Brown reminds

    us, just make sure you use these channels consistently and frequently to build your online

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 4 of 6

    presence.3

    Using social media to expand your personal presence sounds straightforward, and if you deliver

    the right content about yourself through the right channels, you will succeed. But whatever you

    present online is always open to scrutiny. This is especially true if you are looking for a job.

    Take a look at your social media accounts, especially if you do not use very strong privacy

    settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

    very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

    drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

    topics like these very heavily when they make decisions.4 You may not mean to offend those

    managers when you share pictures from your birthday party or when you post a political opinion

    piece. But what would potential employers think if they saw this content? Posting too much

    personal information could make you seem self-absorbed and unlikely to contribute to team

    goals. Posting very strong opinions about controversial issues could indicate that you are

    argumentative and will not cooperate with your colleagues. And posting too many pictures of

    yourself drinking and partying suggests that you might not take work seriously.

    Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

    want to know more about who you are. They also want to make sure your qualifications are

    legitimate. The background you have posted online should match with what you have on your

    résumé. In fact, hiring managers will look extremely favorably on content that is communicated

    professionally or that demonstrates positive interests, like volunteer work. This is why you

    should constantly update your professional networking accounts, such as LinkedIn or Shapr.

    Your other accounts should complement that background, especially if you use them for

    professional purposes. Your personal profiles, such as your personal Instagram account, are

    best kept private.

    You should still exercise this level of caution if you are gainfully employed. The way you present

    yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

    employers use social media to research their employees.5 Even if you think your boss does not

    check your accounts, think about your connections. Are you Facebook friends with your team

    3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
    143-155.
    4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
    February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
    candidates-researchers-find.
    5 CareerBuilder.

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 5 of 6

    members? Do your colleagues follow you on Snapchat? If they took issue with something you

    posted, what might they do? There are countless examples of people like Denise Helms and

    Stephanie Bon who have been reprimanded or even fired for what they posted on their

    accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

    fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

    easily.

    Setting Guidelines for Employees

    Preventing your coworkers and employees from checking their social media accounts during the

    workday is extraordinarily difficult. But considering that your employees can be powerful

    advocates for your organization online, you do not necessarily want to prevent them. In fact, as

    many business leaders have learned, you can use their online presence to your benefit. Jeremy

    Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

    a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

    created a curriculum for employees on how to use social media effectively.

    A digital engagement policy is a strong step toward harnessing your employees’ power as digital

    advocates. This policy outlines what your brand is and how to project that brand online. It details

    what content your employees should never post. It offers a thorough definition of acceptable

    conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

    acceptable for different channels.

    Having a digital engagement policy does not mean imposing strict rules on what your

    employees say online. Often, what you put in your policy should be common sense. For

    example, regardless of who you are or where you work, you should never post anything lewd or

    discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

    digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

    employees not to respond to customer inquiries online unless they are part of the official

    Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

    Company, ask employees to make it clear that their posts are their own opinions, not those of

    the entire organization. Guidelines like these protect your organization’s brand and prevent

    potential crises.

    Employees should not feel that their thoughts are being policed. But if they are openly affiliated

    JWI 505: Business Communications and Executive Presence

    Week 9 Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 505 – Lecture Notes (1206) Page 6 of 6

    with you and your organization, you want them to be positive spokespeople for your brand.

    Perhaps you can create a blog that employees can use to post about working at the company.

    Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

    Spotify and Reebok have created hashtags which employees can use in their posts. Adding

    #fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

    upholding their company’s brand.

    Looking Ahead

    In this lecture, we examined the elements of a strong, professional social media presence. We

    discussed how to use different online platforms for different objectives. We also uncovered how

    to protect your and your organization’s reputations through tools like digital engagement

    policies. You know that your online presence can be a significant boon to your professional

    development. But as we have discovered, sending the wrong messages can severely hinder

    your aspirations. You should feel free to express your opinions on the Internet. Just make sure

    you know what those opinions represent and how they might appear to others.

    In our final lecture, we will return to the topic of executive presence. We began this course by

    learning what it is and why it is so important for you. We will conclude by exploring how to

    demonstrate your own executive presence while you grow as a leader.

    **Assignment3BusinessCommunications.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3businesscommunications-jpeg)

    – 1
    – 2

  • [Solved] SWOT business policy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## BUS411Unit1Assignment.pdf **## BUS411Unit1Assignment.pdf** Due Date: 11:59 pm EST Sunday of Unit 1 Points: 100 Overview: A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and threats for a business. This analysis can be used to help in the creation of strategic plans …

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    Assignment Prompt & Instructions

    – ## BUS411Unit1Assignment.pdf

    **## BUS411Unit1Assignment.pdf**

    Due Date: 11:59 pm EST Sunday of Unit 1

    Points: 100

    Overview:

    A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and

    threats for a business. This analysis can be used to help in the creation of strategic

    plans for the future. You will perform a SWOT Analysis for a real-world organization and

    complete your assignment as a PowerPoint presentation.

    Instructions:

    Choose a real-world organization.

    Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.

    Follow this format:

    • Slide 1: Title slide with your name and the organization’s name.

    • Slide 2: Mission of the company.

    • Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).

    • Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).

    • Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).

    • Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).

    • Slide 7: Your conclusion. Provide your opinion on the strategic position of the

    organization based on the findings of your SWOT.

    • Slide 8: Reference page.

    Requirements:

    • Create a PowerPoint presentation, at least 8 slides.

    • Include at least 2 valid, credible resources.

    • Use APA formatting for citations, include in-text citations on slides.

    Be sure to read the criteria below by which your work will be evaluated before

    you write and again after you write.

    BUS411 – Business Policy
    Seminar

    SWOT Analysis

    Evaluation Rubric for SWOT Analysis Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0-11 points 12-15 points 16-17 points 18-20 points

    Content Elements of
    the assignment
    are not
    addressed,
    poorly
    constructed,
    lacking critical
    thought, or
    difficult to
    evaluate.

    Slides
    somewhat
    address the
    elements of the
    assignment in
    though not in a
    clear manner,
    lacking some
    critical thinking
    and research.

    Slides
    generally
    address all
    elements of the
    assignment in
    a clear
    manner,
    showing
    evidence of
    critical thinking
    and research.

    Slides clearly
    address all
    elements of the
    assignment in
    a thorough and
    detailed
    manner.
    Critical thinking
    and research
    are apparent.

    Overall
    Organization

    Content is
    difficult to
    follow due to
    lack of logical
    structure or
    flow.

    Information
    flow is
    somewhat
    logical,
    may be difficult
    to follow and
    lack fluency.

    Information
    flow is
    generally
    logical and
    easy to follow
    but may lack
    fluency.

    Information is
    presented in a
    logical and
    interesting
    sequence that
    is easy to
    follow. Topics
    flow smoothly
    from one to
    another with
    appropriate
    transitions.

    Professionali
    sm

    Slides are
    unclear,
    overloaded, or
    lack a
    consistent
    design style.

    Slides and
    supporting
    notes are
    presented in a
    somewhat
    consistent
    manner but
    lack an
    effective
    design style,
    and
    inconsistencies
    are present.

    Slides and
    supporting
    notes are
    presented in a
    generally
    consistent and
    effective
    design style,
    though there
    are some
    inconsistencies
    present.

    Slides and
    supporting
    notes are
    presented in a
    consistently
    professional
    and effective
    manner.
    Template
    design, fonts,
    and colors
    enhance the
    presentation.

    Preparation
    and
    Development

    Slides
    demonstrate
    frequent errors
    of layout or

    Slides
    somewhat
    demonstrate a
    general

    Slides
    demonstrate
    general
    attention to

    Slides
    demonstrate
    consistent
    attention to

    lack of
    attention to
    detail in
    preparation.

    attention to
    detail in layout
    and titling.
    Important
    detail(s) may
    be missing.

    detail in layout
    and titling.

    detail in
    preparation.
    Information is
    presented in a
    relevant and
    original
    manner.

    0-5 points 6-7 points 8 points 9-10 points

    Clear and
    Professional
    Writing and
    APA Format

    Writing is
    frequently
    difficult to
    understand
    because of
    several errors
    in grammar,
    punctuation,
    and spelling.
    Word choice
    is sometimes
    inappropriate
    for an
    academic
    setting.
    Sentence
    structure is
    unclear.

    Writing is
    somewhat
    difficult to
    understand
    with errors in
    punctuation,
    spelling, and
    grammar.
    Appropriate
    word choice is
    somewhat
    used for an
    academic
    setting.
    Sentence
    structure is
    somewhat
    clear.

    Writing is easy
    to understand
    despite minor
    errors in
    punctuation,
    spelling, and
    grammar.
    Appropriate
    word choice is
    used for an
    academic
    setting.
    Sentence
    structure is
    mostly clear.

    Writing is free
    of almost all
    punctuation,
    spelling, and
    grammar
    errors.
    Appropriate
    word choice is
    used for an
    academic
    setting.
    Sentence
    structure is
    clear.

    References No academic
    references
    present, or
    reference
    formatting has
    significant
    errors.

    One academic
    reference
    present but
    errors in
    formatting.

    Two academic
    references
    present but
    may have a
    few errors in
    formatting.

    Two or more
    academic
    references are
    present and
    formatted
    properly.

    **## BUS411Unit1Assignment.pdf**

    Due Date: 11:59 pm EST Sunday of Unit 1

    Points: 100

    Overview:

    A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and

    threats for a business. This analysis can be used to help in the creation of strategic

    plans for the future. You will perform a SWOT Analysis for a real-world organization and

    complete your assignment as a PowerPoint presentation.

    Instructions:

    Choose a real-world organization.

    Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.

    Follow this format:

    • Slide 1: Title slide with your name and the organization’s name.

    • Slide 2: Mission of the company.

    • Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).

    • Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).

    • Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).

    • Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).

    • Slide 7: Your conclusion. Provide your opinion on the strategic position of the

    organization based on the findings of your SWOT.

    • Slide 8: Reference page.

    Requirements:

    • Create a PowerPoint presentation, at least 8 slides.

    • Include at least 2 valid, credible resources.

    • Use APA formatting for citations, include in-text citations on slides.

    Be sure to read the criteria below by which your work will be evaluated before

    you write and again after you write.

    BUS411 – Business Policy
    Seminar

    SWOT Analysis

    Evaluation Rubric for SWOT Analysis Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0-11 points 12-15 points 16-17 points 18-20 points

    Content Elements of
    the assignment
    are not
    addressed,
    poorly
    constructed,
    lacking critical
    thought, or
    difficult to
    evaluate.

    Slides
    somewhat
    address the
    elements of the
    assignment in
    though not in a
    clear manner,
    lacking some
    critical thinking
    and research.

    Slides
    generally
    address all
    elements of the
    assignment in
    a clear
    manner,
    showing
    evidence of
    critical thinking
    and research.

    Slides clearly
    address all
    elements of the
    assignment in
    a thorough and
    detailed
    manner.
    Critical thinking
    and research
    are apparent.

    Overall
    Organization

    Content is
    difficult to
    follow due to
    lack of logical
    structure or
    flow.

    Information
    flow is
    somewhat
    logical,
    may be difficult
    to follow and
    lack fluency.

    Information
    flow is
    generally
    logical and
    easy to follow
    but may lack
    fluency.

    Information is
    presented in a
    logical and
    interesting
    sequence that
    is easy to
    follow. Topics
    flow smoothly
    from one to
    another with
    appropriate
    transitions.

    Professionali
    sm

    Slides are
    unclear,
    overloaded, or
    lack a
    consistent
    design style.

    Slides and
    supporting
    notes are
    presented in a
    somewhat
    consistent
    manner but
    lack an
    effective
    design style,
    and
    inconsistencies
    are present.

    Slides and
    supporting
    notes are
    presented in a
    generally
    consistent and
    effective
    design style,
    though there
    are some
    inconsistencies
    present.

    Slides and
    supporting
    notes are
    presented in a
    consistently
    professional
    and effective
    manner.
    Template
    design, fonts,
    and colors
    enhance the
    presentation.

    Preparation
    and
    Development

    Slides
    demonstrate
    frequent errors
    of layout or

    Slides
    somewhat
    demonstrate a
    general

    Slides
    demonstrate
    general
    attention to

    Slides
    demonstrate
    consistent
    attention to

    lack of
    attention to
    detail in
    preparation.

    attention to
    detail in layout
    and titling.
    Important
    detail(s) may
    be missing.

    detail in layout
    and titling.

    detail in
    preparation.
    Information is
    presented in a
    relevant and
    original
    manner.

    0-5 points 6-7 points 8 points 9-10 points

    Clear and
    Professional
    Writing and
    APA Format

    Writing is
    frequently
    difficult to
    understand
    because of
    several errors
    in grammar,
    punctuation,
    and spelling.
    Word choice
    is sometimes
    inappropriate
    for an
    academic
    setting.
    Sentence
    structure is
    unclear.

    Writing is
    somewhat
    difficult to
    understand
    with errors in
    punctuation,
    spelling, and
    grammar.
    Appropriate
    word choice is
    somewhat
    used for an
    academic
    setting.
    Sentence
    structure is
    somewhat
    clear.

    Writing is easy
    to understand
    despite minor
    errors in
    punctuation,
    spelling, and
    grammar.
    Appropriate
    word choice is
    used for an
    academic
    setting.
    Sentence
    structure is
    mostly clear.

    Writing is free
    of almost all
    punctuation,
    spelling, and
    grammar
    errors.
    Appropriate
    word choice is
    used for an
    academic
    setting.
    Sentence
    structure is
    clear.

    References No academic
    references
    present, or
    reference
    formatting has
    significant
    errors.

    One academic
    reference
    present but
    errors in
    formatting.

    Two academic
    references
    present but
    may have a
    few errors in
    formatting.

    Two or more
    academic
    references are
    present and
    formatted
    properly.

  • [Solved] High Empirical but Low content Validity

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    Is it unethical for an employer to use a selection measure that has high empirical validity but lacks content validity? Explain.

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    Assignment Prompt & Instructions

    Is it unethical for an employer to use a selection measure that has high empirical validity but lacks content validity? Explain.

  • [Solved] Measurement

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    Do individuals making staffing decisions have an ethical responsibility to know measurement issues? Why or why not?

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    Do individuals making staffing decisions have an ethical responsibility to know measurement issues? Why or why not?

  • [Solved] evaluation1

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    – ## evaluation1.docx – ALMADApowerpoint.pptx **## evaluation1.docx** Name of person/ project that you are providing feedback for: _________ 1. Briefly describe the training and evaluation 2. Comment generally on what you like about your colleagues training module and if you think their e…

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    – ## evaluation1.docx

    – ALMADApowerpoint.pptx

    **## evaluation1.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I posted the lesson in another attachment under powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like where other students have responded to the Eddie Almada De La Vega powerpoint:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx-10335359)

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx-10335359)

    **## evaluation1.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I posted the lesson in another attachment under powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like where other students have responded to the Eddie Almada De La Vega powerpoint:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx-10335359)

    **## evaluation1.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I posted the lesson in another attachment under powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like where other students have responded to the Eddie Almada De La Vega powerpoint:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx-10335359)

    – 1
    – 2

  • [Solved] 540 evaluation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## evaluation.docx – ALMADApowerpoint.pptx **## evaluation.docx** Name of person/ project that you are providing feedback for: _________ 1. Briefly describe the training and evaluation 2. Comment generally on what you like about your colleagues training module and if you think their eva…

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    Assignment Prompt & Instructions

    – ## evaluation.docx

    – ALMADApowerpoint.pptx

    **## evaluation.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I have picked two persons you will reply to and put their post on here for you to respond to and have placed their posts in this below:**

    [**https://www.youtube.com/watch?v=tJl-na4wZGc**](https://www.youtube.com/watch?v=tJl-na4wZGc)

    **I posted the second one as a powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx)

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx)

    **## evaluation.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I have picked two persons you will reply to and put their post on here for you to respond to and have placed their posts in this below:**

    [**https://www.youtube.com/watch?v=tJl-na4wZGc**](https://www.youtube.com/watch?v=tJl-na4wZGc)

    **I posted the second one as a powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx)

    **## evaluation.docx**

    Name of person/ project that you are providing feedback for: _________

    1. Briefly describe the training and evaluation
    2. Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?
    3. Share at least 2 aspects of the training that you find most effective and tell us why.
    4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.
    5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better.
    6. OPTIONAL: Any additional comments/thoughts/constructive suggestions, please share them

    **I have picked two persons you will reply to and put their post on here for you to respond to and have placed their posts in this below:**

    [**https://www.youtube.com/watch?v=tJl-na4wZGc**](https://www.youtube.com/watch?v=tJl-na4wZGc)

    **I posted the second one as a powerpoint.**

    **\_\_\__________________________________________________________________________________**

    **Below is an example of what it should look like:**

    **Name of person/ project that you are providing feedback for:** [**Eddie Almada De La Vega**](https://asu.instructure.com/courses/223375/users/1105149)

    **1. Briefly describe the training and evaluation**

    **This training module,**
    **_“Data Fluency for Decision Makers,”_ is tailored for non-technical business users at Kueski who need to develop foundational SQL skills to support faster, data-driven decision-making. The course addresses a key organizational bottleneck: the overburdening of the Analytics Engineering team with ad hoc requests from teams that lack data fluency. Through three interactive activities—writing SQL queries to solve real business problems, peer review and query redesign, and dashboard creation—the training scaffolds learning in a hands-on, outcome-focused manner. Participants use actual company data within Databricks, enabling immediate application to real-world scenarios. Evaluation occurs via Google Forms and includes activity-based assessments and a final training evaluation form. These tools capture learning outcomes, comprehension, and learner feedback. The training aligns with Kueski’s strategic mission to become a data-first fintech company by empowering decision-makers with the autonomy to generate insights, enhance agility, and reduce dependency on centralized analytics support.**

    **2. Comment generally on what you like about your colleague’s training module and if you think their evaluation can capture efficacy in the training**

    **Eduardo’s training module is thoughtfully crafted and aligns well with organizational goals and participant learning objectives. I particularly appreciate the real-world relevance of the content—participants don’t just learn abstract SQL concepts but apply them immediately to business challenges like tracking GMV or fraud rejections. This practical, problem-based learning model ensures that participants see the immediate value of their skills. The evaluation approach—via activity-based Google Forms—helps measure comprehension and engagement during each phase. However, while the assessments capture skill acquisition, they may not fully capture long-term behavior change or decision-making impact. To strengthen the evaluation, I recommend introducing a pre- and post-training quiz to measure knowledge gains and confidence levels. In addition, integrating follow-up manager feedback or observational check-ins (e.g., 30 days later) could help assess the degree to which learners are applying skills on the job. These enhancements would help demonstrate both efficacy and return on training investment.**

    **3. Share at least 2 aspects of the training that you find most effective and tell us why**

    **Two elements of this training stand out as especially effective: (1) the use of real data from Kueski’s actual Databricks environment and (2) the peer review and redesign activity. By requiring learners to interact with real business data—rather than hypothetical examples—the training immediately boosts relevancy and confidence. Participants gain fluency in querying the exact tables and fields they’ll encounter on the job, which lowers barriers to adoption and accelerates practical usage. The peer review and redesign task is equally powerful, fostering a culture of collaboration and shared learning. This not only sharpens SQL logic through exposure to alternative solutions but also encourages critical thinking around readability, accuracy, and performance. Learners are encouraged to see query writing not just as a technical task, but as a strategic, iterative process. Both components foster applied learning and cross-functional understanding, crucial to building a truly data-driven decision-making culture across the organization.**

    **4. If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration**

    **One potential critique of the module is that while the technical exercises are excellent, the training assumes a baseline familiarity with tools like Databricks and SQL editors, which may not be true for all participants. For those completely new to querying or data environments, the pace and complexity could feel overwhelming. To make the learning more inclusive, I suggest adding a**
    **short optional pre-module or self-paced onboarding video introducing Databricks basics, SQL syntax, and navigation tips. This would level the playing field and help ensure all learners start with a shared foundation. Additionally, while the activities focus well on**
    **_what_ to do, there could be greater emphasis on**
    **_why_ certain SQL strategies are more efficient or insightful in a given context. Including a “trainer’s insights” section or a**
    **post-activity debrief after each task would provide additional context and depth, reinforcing strategic thinking alongside technical execution.**

    **5. Finally, share 2 specific suggestions on how to make the best aspects of the training even better**

    **To enhance the best aspects of this training—particularly the hands-on data querying and peer collaboration—I suggest the following two improvements. First, include a curated library of example queries or “SQL patterns” participants can use as references post-training. These patterns could map to common business questions and promote knowledge retention while accelerating real-world application. Second, build a peer support structure post-training, such as an internal SQL Slack channel or weekly office hours where learners can share dashboards, ask questions, and receive mentorship. This would extend learning beyond the classroom, strengthen cross-functional data fluency, and build a supportive culture of continuous improvement. These suggestions would help in creating the training even better with lasting skill development and organizational impact.**

    **2nd example**

    **Name of person/ project that you are providing feedback for: Lavonzell Nicholson**

    1.
    **Briefly describe the training and evaluation**

    **Lavonzell’s session kicks off a three-part series designed to help staff feel more confident using AI, especially when it comes to writing better prompts. Module 1 lays the foundation by introducing a simple but powerful structure for building prompts: six key elements (Task, Context, Role, Instructions, Expectations, and Example).  The training is super practical. It’s not just theory, rather participants actually get to break down weak prompts, improve them, and apply what they’ve learned to their own work. There’s no formal test, but the learning is evaluated through hands-on practice and real-time feedback, which aligns really well with how adults learn best.**

    2.
    **Comment generally on what you like about your colleagues training module and if you think their evaluation can capture efficacy in the training. (If not, what could strengthen their evaluation/evaluation process)?**

    **What I really liked was how clearly the training connects to both a real need (low confidence with AI) and a bigger goal (producing faster, sharper research). The structure is clean, the examples are relevant, and the activities are useful right away.  Using prompt analysis and rewriting as a way to evaluate learning is a smart move, and it’s low-pressure but still shows whether people are getting it. A quick self-check or peer review could help reinforce the learning, even a few reflection prompts like “Can I spot all six components in a prompt?” would go a long way in helping people track their growth.**

    3.
    **Share at least 2 aspects of the training that you find most effective and tell us why.**

    1.
    **The six-block framework: It breaks down something that can feel abstract (writing good AI prompts) into clear, repeatable steps. It’s easy to remember and immediately useful and its exactly what adult learners need.**

    2.
    **Ties to the bigger picture: The training doesn’t feel random or inconsistent. It’s clearly part of a larger effort to help CRPE work smarter and faster. That’s the kind of alignment that helps people see the value and stay engaged. It’s not just “learn this tool,” it’s “here’s how this helps us do better work.”**

    4.
    **If you have a critique/critiques, please share those and accompany your critique with suggestions for an iteration.**

    **The training could benefit from a bit more interaction. The exercises are a great addition, but adding some peer discussion or group critique (even virtually) would expand the learning. Tools like shared docs, polls, or breakout rooms could make it more dynamic.  Also, it might help to show the full roadmap of the three-part series early on. A simple “You are here” slide with a quick overview of what’s coming next would help learners see how this module fits into the bigger journey. And a downloadable cheat sheet or job aid would be a great resource for folks to reference later.**

    5.
    **Finally, share 2 specific suggestions on how to make the best aspects of the training even better.**

    1.
    **Make prompt comparisons into a mini-game: Turn the strong vs. weak prompt examples into a quick, interactive game. Show a few anonymous prompts and have people vote on which ones check all six blocks. It’s fun, low-stakes, and reinforces the framework.**

    2.
    **Create a “Prompt Planner” worksheet: Give learners a simple template where they can fill in each of the six blocks before writing a prompt. It’s a great way to build muscle memory and helps them apply the framework consistently, especially as they move into the more advanced modules.**

    ·
    **Reply to post from Robert Puckett IiReply**

    ·
    **Mark as UnreadMark as Unread**

    **ALMADApowerpoint.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/almadapowerpoint-pptx)

    – 1
    – 2

  • [Solved] Human Resource Management Assignment 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please complete the following questions. Be sure to cite all your sources, even if you only use the textbook. Do individuals making staffing decisions have an ethical responsibility to know measurement issues? Why or why not? Describe the structured interview. What are the characteristics of structu…

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    Assignment Prompt & Instructions

    Please complete the following questions. Be sure to cite all your sources, even if you only use the textbook.
    Do individuals making staffing decisions have an ethical responsibility to know measurement issues? Why or why not?
    Describe the structured interview. What are the characteristics of structured interviews that improve on the shortcomings of unstructured interviews? Tell me about a structured interview you were a part of and what you thought about it.
    Do you think employers have a right to check into applicants’ backgrounds? Even if there is no suspicion of misbehavior? Even if the job poses no security or sensitive risks? Even if the background check includes driving offenses and credit histories?
    Compare and contrast the ability and mixed approaches to emotional intelligence—how are they similar, and how are they different?
    What issues surround discretionary assessment methods? What would you do to mitigate these issues as a staffing professional?
    What are the differences between peer ratings, peer nominations, and peer rankings?
    Describe the three different types of interview simulations.
    What steps should be taken by an organization that is committed to shattering the glass ceiling?
    A) Vincent and Peter are both sales associates, and are up for promotion to sales manager. In the last five years, on a 1=poor to 5=excellent scale, Vincent’s average performance rating was 4.7 and Peter’s was 4.2. In an assessment center that was meant to simulate the job of sales manager, on a 1=very poor to 10=outstanding scale, Vincent’s average score was 8.2 and Peter’s was 9.2. Assuming everything else is equal, who should be promoted? Why?
    B) As a member of a promotion board, you have been confronted with a difficult decision. The board is fairly split on who to promote into the vacant manager position, and results from several valid predictors have not differentiated very well among the few candidates for the position: there is not a candidate that is clearly outperforming the others. Although you tried to avoid it, several board members have political reasons for preferring one finalist over the rest (this person is not the best choice, according to the predictor data). Furthermore, the results of this promotion decision (a vacancy that the company has not seen in years) are likely to reverberate throughout the organization—all the finalists are key internal players who exercise immense influence and command the loyalty of their subordinates. If one of the finalists were to leave or become disgruntled, it would be devastating for the organization. Many of the board members believe that the finalists should not have the privilege of knowing what went into the decision; they believe the board’s say is final, regardless of how it affects the finalists. As a key board member overseeing the promotion process, how would you go about making a decision?

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    The discussion assignment for this week includes a review of your fellow classmates' research questions for their topic, survey questions, and hypothesis or statement of the problem for the research question. Review at least 1 student and provide feedback on what was done well and possible areas of …

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    Assignment Prompt & Instructions

    The discussion assignment for this week includes a review of your fellow classmates' research questions for their topic, survey questions, and hypothesis or statement of the problem for the research question. Review at least 1 student and provide feedback on what was done well and possible areas of improvement.
    Last week you presented your research topic and shared ethical considerations for your selected topic. In developing your plan for the Unit 4 Individual Project, there are additional considerations such as the survey questions that will gather the information needed to complete your research study. There are two types of research questions- qualitative and quantitative.
    Qualitative research questions are about human perceptions, descriptions, stories, or lived experiences. For example, _do ABC IT employees assigned as full-time prefer to work remotely or to work in the office?_
    Quantitative research questions are numbers-based. For example, _how does the amount of news intake correlate to anxiety levels?_
    **Create Your Survey**
    Building on your research topic identified in the Unit 2 discussion board complete the following: 400-600 words
    – Identify your research method (i.e., qualitative or quantitative), and write 1 research question regarding that topic in preparation for the assignment in Unit 4.
    – Based on your chosen research method, write your hypothesis or statement of the problem for your research question.
    – Based on your chosen research method, create 3–5 survey or interview questions that could help answer your research question.