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  • [Solved] NGR6538 psychopharmacology

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    **Scenario:** **A 32 year old female reports a history of depression, crying spells, substance abuse, and behaviors that include eating and sleeping very little, talking excessively, and gambling. The patient is sarcastic during the initial evaluation.** Based on this scenario, respond to the follow…

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    Assignment Prompt & Instructions

    **Scenario:** **A 32 year old female reports a history of depression, crying spells, substance abuse, and behaviors that include eating and sleeping very little, talking excessively, and gambling.  The patient is sarcastic during the initial evaluation.**
    Based on this scenario, respond to the following questions:
    1. **Does this case potentially involve a patient with a unipolar or bipolar condition and why?** **What do you know about the etiology of this condition?**
    2. **According to the DSM V-TR, what is the criteria for the probable psychiatric condition?**
    3. **What treatment options will you offer this patient and why? (Provide non-pharmacological and pharmacological interventions, including nursing interventions)**
    4. **What do you know about the mechanism of action of mood stabilizers? What labs should you order prior to or during the course of treatment for patients on mood stabilizers and why?**

  • [Solved] PATHO

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    – ## PATHO.docx **## PATHO.docx** 0. Introduction of disease – 10 points/10% 0. One paragraph (approximately 200 words) 0. Includes disease description 0. Includes epidemiology of disease 0. Etiology and risk factors – 20 points/20% 1. Common causes of the disease or condition 1. Risk factors…

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    Assignment Prompt & Instructions

    – ## PATHO.docx

    **## PATHO.docx**

    0. Introduction of disease – 10 points/10%

    0. One paragraph (approximately 200 words)

    0. Includes disease description

    0. Includes epidemiology of disease

    0. Etiology and risk factors – 20 points/20%

    1. Common causes of the disease or condition

    1. Risk factors for the disease or condition

    1. Impact of age

    1. Prevalence based on gender,

    1. Influence of environment

    1. Genetic basis of disease

    1. Lifestyle influences

    1. All information supported by current literature

    0. Pathophysiological processes – 20 points/20%

    2. Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process.

    2. Describes adaptation of the cells and body in response to the disease.

    2. Relates disease processes to manifested signs and symptoms.

    0. Clinical manifestations and complications – 20 points/20%

    3. Describes the physical signs and symptoms that are important in considering the presence of the disease.

    3. Identifies signs that contribute to diagnosis of the condition

    3. Identifies symptoms that contribute to diagnosis of the condition.

    3. Identifies complications of the disease.

    3. Discusses the implications to the patient when complications are left untreated.

    0. Diagnostics – 10 points/10%

    4. Includes list of common laboratory and diagnostic tests used to determine the presence of the disease.

    4. Discusses the significance of test findings in relation to the disease process.

    0. Interview – 10 points/10%

    5. Once the student has become familiar with the disorder, it is their responsibility to locate an individual living with the disease process to interview (interviewee). It is recommended that you find an individual first, then complete research and writing on the topic prior to performing the interview.

    0. The interviewee must be at least 18 years old and able to answer questions by themselves

    0. The interviewee must currently have the chronic disease/disorder. If an interviewee has been diagnosed with a disease/disorder but has NO manifestations or complications related to the disorder they DO NOT qualify for the assignment.

    0. Acute infections/diseases DO NOT qualify (pneumonia, urinary tract infection, flu, colds).

    0. The interviewee cannot be a patient from the clinical setting or a patient from your work environment (hospitals, doctor’s office, LTC facility, home health, etc.)

    0. The interviewee may be a relative, friend, colleague, or stranger.

    0. Please use the individual’s own words in relation to their experience with the disease/disorder.

    5.
    **NOTE:** This assignment is for educational purposes only. Students are NOT to provide any medical/nursing advice or education to interviewees. Refer interviewee questions to their physician.

    5. Interview Questions

    0. What is the age of the individual being interviewed? What is the relationship of the individual to you? How long have they had the disorder?

    0. What clinical manifestations of the disorder does the individual experience? How does it compare to what you discovered in your resources?

    0. What complications of the disorder does the individual experience? How does this compare to what you discovered in your resources?

    0. What other medical conditions/disorders has the individual been diagnosed with? Do their other medical conditions have any effect on the chosen disorder?

    0. How does the disease affect the individual’s daily living/activities? (repeat hospitalizations, has to take a lot of meds, any activity restrictions, a lot of appointments?)

    0. How does the disease/disorder affect the individual’s outlook on life? (Feel like a burden to family, do they have good family support, feel hopeless, optimistic, good coping mechanisms?)

    0. What did you learn from interviewing the individual?

    **## PATHO.docx**

    0. Introduction of disease – 10 points/10%

    0. One paragraph (approximately 200 words)

    0. Includes disease description

    0. Includes epidemiology of disease

    0. Etiology and risk factors – 20 points/20%

    1. Common causes of the disease or condition

    1. Risk factors for the disease or condition

    1. Impact of age

    1. Prevalence based on gender,

    1. Influence of environment

    1. Genetic basis of disease

    1. Lifestyle influences

    1. All information supported by current literature

    0. Pathophysiological processes – 20 points/20%

    2. Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process.

    2. Describes adaptation of the cells and body in response to the disease.

    2. Relates disease processes to manifested signs and symptoms.

    0. Clinical manifestations and complications – 20 points/20%

    3. Describes the physical signs and symptoms that are important in considering the presence of the disease.

    3. Identifies signs that contribute to diagnosis of the condition

    3. Identifies symptoms that contribute to diagnosis of the condition.

    3. Identifies complications of the disease.

    3. Discusses the implications to the patient when complications are left untreated.

    0. Diagnostics – 10 points/10%

    4. Includes list of common laboratory and diagnostic tests used to determine the presence of the disease.

    4. Discusses the significance of test findings in relation to the disease process.

    0. Interview – 10 points/10%

    5. Once the student has become familiar with the disorder, it is their responsibility to locate an individual living with the disease process to interview (interviewee). It is recommended that you find an individual first, then complete research and writing on the topic prior to performing the interview.

    0. The interviewee must be at least 18 years old and able to answer questions by themselves

    0. The interviewee must currently have the chronic disease/disorder. If an interviewee has been diagnosed with a disease/disorder but has NO manifestations or complications related to the disorder they DO NOT qualify for the assignment.

    0. Acute infections/diseases DO NOT qualify (pneumonia, urinary tract infection, flu, colds).

    0. The interviewee cannot be a patient from the clinical setting or a patient from your work environment (hospitals, doctor’s office, LTC facility, home health, etc.)

    0. The interviewee may be a relative, friend, colleague, or stranger.

    0. Please use the individual’s own words in relation to their experience with the disease/disorder.

    5.
    **NOTE:** This assignment is for educational purposes only. Students are NOT to provide any medical/nursing advice or education to interviewees. Refer interviewee questions to their physician.

    5. Interview Questions

    0. What is the age of the individual being interviewed? What is the relationship of the individual to you? How long have they had the disorder?

    0. What clinical manifestations of the disorder does the individual experience? How does it compare to what you discovered in your resources?

    0. What complications of the disorder does the individual experience? How does this compare to what you discovered in your resources?

    0. What other medical conditions/disorders has the individual been diagnosed with? Do their other medical conditions have any effect on the chosen disorder?

    0. How does the disease affect the individual’s daily living/activities? (repeat hospitalizations, has to take a lot of meds, any activity restrictions, a lot of appointments?)

    0. How does the disease/disorder affect the individual’s outlook on life? (Feel like a burden to family, do they have good family support, feel hopeless, optimistic, good coping mechanisms?)

    0. What did you learn from interviewing the individual?

  • [Solved] Week 3 responses

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx – ## Week3.Discussion.Responses.NeedsAnalysisTraining.docx **## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx** ### Foundations Discussion: **Discovering Key Concepts in Scholarly Writing**…

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    Assignment Prompt & Instructions

    – ## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx

    – ## Week3.Discussion.Responses.NeedsAnalysisTraining.docx

    **## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx**

    ### Foundations Discussion: **Discovering Key Concepts in Scholarly Writing**

    INSTRUCTIONS: Respond to at least two of your colleagues’ posts and continue the Discussion by providing an example or personal experience that illustrates one of the points made by your colleague. Refer back to the “Purpose, Audience, and Evidence” media program to review the personal experience illustration to guide you. Further explain to your colleague this example from a personal experience perspective.

    Lindsay S.

    In scholarly writing, four key concepts—
    **purpose, audience, presence of bias, and quality of evidence**—are essential for producing clear, ethical, and impactful work. These concepts are especially important in the field of psychology, where research often influences real-world practices, policies, and mental health interventions. For this post, I will examine these concepts in relation to the article
    _“The Impact of Social Media on Adolescent Mental Health”_ by Rivera and Thompson (2021), which investigates how social media use correlates with anxiety and depression in teenagers.

    **Purpose:**
    The purpose of Rivera and Thompson’s (2021) article is to explore the relationship between social media usage patterns and adolescent mental health outcomes. The authors aim to inform psychologists, educators, and parents about emerging mental health risks and to encourage the development of healthier online habits among youth. Establishing a clear purpose helps ensure the article is focused and relevant to the ongoing discourse in psychology.

    **Audience:**
    The primary audience includes clinical psychologists, school counselors, researchers, and mental health policy makers. The article uses technical terms such as “cognitive-emotional regulation” and “longitudinal cohort analysis,” indicating it is written for an educated, professional readership. Understanding the audience shapes how information is presented, influencing tone, depth of analysis, and the inclusion of data.

    **Presence of Bias:**
    Rivera and Thompson (2021) acknowledge possible bias in their study due to reliance on self-reported data from adolescents, which may be subject to exaggeration or minimization of symptoms. The authors attempt to mitigate this bias by triangulating self-reports with clinical assessments. Recognizing and addressing bias enhances transparency and strengthens the validity of psychological research.

    **Quality of Evidence:**
    The article is grounded in high-quality evidence, including a large sample size (1,500 participants), longitudinal data collected over two years, and the use of validated psychological assessment tools. The authors also cite peer-reviewed studies and national statistics, ensuring their conclusions are based on reliable and current research.

    These four concepts are foundational in psychological writing because they promote clarity, credibility, and ethical responsibility. For example, in a graduate course, I wrote a literature review on trauma-informed care. Initially, I did not consider how my bias toward certain interventions might skew my analysis. After receiving feedback, I revisited the literature, included opposing viewpoints, and critically evaluated all evidence. This improved the objectivity and depth of my work—highlighting the value of recognizing bias in psychological writing.

    In summary, purpose, audience, bias, and evidence quality are not just academic concepts; they are the building blocks of trustworthy communication in psychology. They allow scholars and practitioners to share knowledge that can genuinely improve lives.

    **References**

    Rivera, L., & Thompson, J. (2021).
    _The impact of social media on adolescent mental health_.
    _Journal of Adolescent Psychology_,
    _34_(2), 123–139

    Chantell S.

    Hi Class,

    **Article**: One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescence.

    This article focuses on a case study that sought to prove a normative relationship between physical activity, sleep behavior, and screen time and the development of the childhood to adolescence population. The case study aimed to identify clusters of patterns that indicated individuals with similar patterns would likely experience similar growth, and to apply intervention methods to individuals who followed different trajectories.

    **Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose.**

    **Purpose:** To identify clusters of patterns and characterize them based on the impact of physical activity, screen time, and sleep behaviors on the development of individuals from childhood to adolescence. The study aimed to identify groups that shared the same clusters and compare them to groups with different cluster patterns, using the collected data to inform interventions related to youth health.

    **Presence of Bias**: The leading sentence in the purpose statement appears to be leading by stating that “Canda was the first to adopt a comprehensive 24h movement guideline program” the authors go on to state that no other studies have investigated the concurrent development of these specific behaviors in youth which presents suggestion bias, however a similar article was written during the same timeframe for the scientific reports journal (Schmidt, Anedda, Burchatz, 2020). The question could also be asked of participants coming from the Match study versus random participants who fit the required categories, which could present sampling bias.

    **Quality of Evidence:** The study included over 900 children and adolescents in a longitudinal design spanning a predetermined period to collect data on patterns of sleep behavior, screen time, and physical activity related to their development. The study employed a multi-trajectory analysis to identify individuals with similar clusters of behavior. According to the data results the study yielded the four different behavioral trajectories, Decliner (guideline adherence decrease participation over time), Complier (adhere to the guidelines throughout the study in all areas), Screen Complier (girls) (moderate screen time and moderate to low physical activity), MVPA Complier boys (low screen time and high physical activity).

    **Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.**

    According to the study notes on scholarly writing, these concepts are essential for keeping research papers on a defined, focused pathway. These concepts present data that is not compromised or biased by sampling selection. For example, suppose a researcher is looking to prove or disprove a specific hypothesis. In that case, the researcher might sample from a particular group if the researcher believed that participants from that group would produce data that supports the researcher's hypothesis. Ultimately, these concepts enhance the research, thereby strengthening its credibility.

    Reference:

    Walden University (2025). Document: Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)

    Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020). One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.. The International Journal of Behavioral Nutrition and Physical Activity, 17(58). https://doi.org/10.1186/s12966-020-00964-1

    Schmidt, S.C.E., Anedda, B., Burchartz, A. (2020).
    _et al._ Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment.
    _Sci Rep_ **10**, 21780  https://doi.org/10.1038/s41598-020-78438-4

    **## Week3.Discussion.Responses.NeedsAnalysisTraining.docx**

    Wk3. Discussion Needs Analysis and Training

    INSTRUCTIONS: Suggest additional or alternative assessments that your colleagues should consider for candidate selection, based on the provided KSAs

    .

    Iram M.

    **IPSY 8252 – Week 3 Discussion: Needs Analysis and Training**

    As part of this week’s discussion on training design, the critical KSAs I’ve selected in the context of alumni engagement and institutional advancement are (1) Strategic Communication and Relationship Management and (2) Leadership and Team Development.

    **Critical KSAs in Alumni Engagement**

    Strategic Communication and Relationship Management refers to the ability to communicate effectively across diverse channels and audiences, crafting persuasive narratives that foster relationships with alumni, donors, and internal stakeholders. Given the role’s visibility and impact on institutional reputation and fundraising success, this KSA requires an advanced level of performance.

    Leadership and Team Development involves leading cross-functional teams, mentoring emerging professionals, and cultivating a collaborative culture that advances organizational goals. This also requires advanced proficiency, especially for senior roles that influence strategy and team dynamics.

    **Training Design for Strategic Communication and Leadership KSAs**

    To ensure employees attain these KSAs, I propose a blended training design grounded in experiential learning, cognitive apprenticeship, and 21st-century workplace strategies. This training design integrates evidence-based practices, which further supports both individual capability and organizational learning culture.

    Drawing from experiential learning models, the training emphasizes active engagement, real-time problem-solving, and reflection (Campbell et al., 2018, pp. 539–541). For instance, trainees would participate in alumni meeting simulations, donor pitch role-plays, and cross-departmental communication training exercises. These scenarios allow learners to apply communication strategies in realistic settings, followed by debriefs that promote reflective learning and iterative improvement.

    The program also incorporates cognitive apprenticeship, emphasizing modeling, coaching, and scaffolding as employees develop expertise (Campbell et al., 2018, pp. 545–546). Trainees would shadow experienced staff, then transition into supervised leadership roles within project teams, allowing for progressive responsibility and situated learning. This approach supports the acquisition of both tacit and explicit knowledge, which is essential for mastering complex interpersonal and strategic skills.

    To strengthen Leadership and Team Development, the training includes structured mentorship, rotating team leadership roles, and collaborative leadership labs. These reflect social learning theory, which highlights the importance of observational learning, feedback, and modeling in skill development (Bell & Kozlowski, 2018, pp. 217–218). Informal learning mechanisms, such as mentoring and collaborative problem-solving, effectively cultivate leadership agility and interpersonal effectiveness.

    Additionally, the program integrates 21st-century workplace learning principles, including self-directed learning, microlearning, and just-in-time resources (Noe et al., 2014, p. 249). These elements are important for professionals who must adapt quickly and maintain flexibility. A digital platform would support this approach, offering modular content, real-time performance support, and knowledge-sharing with peers. These design elements support autonomy, personalization, and continual development in dynamic environments.

    Finally, incorporating distributed learning principles supports long-term development by fostering self-managed learning environments (Guglielmino & Guglielmino, 2001). This enables learners to take ownership of their growth through access to personalized, on-demand content.

    By combining experiential methods, cognitive apprenticeship, social learning strategies, and modern learning technologies, this training program equips professionals with the advanced-level KSAs that are required to lead and communicate effectively within alumni engagement and advancement.

    **References**

    Bell, B. S., & Kozlowski, S. W. J. (2018). Learning, training, and development in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 2. Organizational psychology_ (2nd ed., pp. 215–233). SAGE Publications.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 1. Personnel psychology and employee performance_ (2nd ed., pp. 533–610). SAGE Publications.

    Guglielmino, L. M., & Guglielmino, P. J. (2001). Moving toward a distributed learning model based on self-managed learning.
    _South African Journal of Education_,
    _21_(4), 313–318.
    [https://www.ajol.info/index.php/saje/article/view/24984Links to an external site.](https://www.ajol.info/index.php/saje/article/view/24984)

    Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior_,
    _1_, 245–275.
    [https://doi.org/10.1146/annurev-orgpsych-031413-091321Links to an external site.](https://doi.org/10.1146/annurev-orgpsych-031413-091321)

    Tonya P.

    As a
    **Human Resource Manager**, I recognize the importance of identifying and closing performance gaps to improve both individual capabilities and organizational effectiveness. Before implementing any training program, I conduct a
    **needs analysis** to compare desired performance (targeted KSAs and departmental goals) with actual employee output (as seen in performance reviews, productivity data, or feedback). This ensures that the right issues are being addressed—whether through training or alternative interventions such as job redesign, improved management practices, or workload adjustments.

    **Selected KSAs and Performance Levels**

    Based on a previous KSA assessment in a mid-level project coordination role, two key KSAs stand out with noticeable performance gaps:

    ·
    **Analytical Thinking** _(Required Level: Intermediate to Advanced)_
    Employees in this role must assess complex data sets, interpret trends, and make informed decisions. A common gap I’ve observed is difficulty in translating data into actionable insights or strategic solutions.

    ·
    **Communication Skills** _(Required Level: Entry to Intermediate)_
    Effective communication—whether in team meetings, email correspondence, or providing feedback—is vital. Entry-level and newer employees often struggle with clarity, tone, or confidence, particularly in collaborative or cross-functional settings.

    **Training Design from an HR Perspective**

    To bridge these gaps, I would implement a blended training approach using evidence-based models discussed by Campbell et al. (2018), Bell and Moore (2018), and Noe et al. (2014). As an HR Manager, my goal is not only to improve individual competencies but also to foster a learning culture aligned with organizational goals.

    1.
    **Analytical Thinking – Cognitive & Behavioral Training Models**

    **Training Methods:**

    ·
    **Case Study Workshops:** Teams analyze real company data to recommend improvements or strategies, aligning learning with business priorities.

    ·
    **AI-Driven Decision Simulations:** These interactive tools provide real-time feedback, allowing employees to test strategic decisions in a low-risk environment.

    ·
    **Performance Dashboards:** Employees track their progress in interpreting data sets, supporting self-directed growth and accountability.

    **HR Justification:**
    The
    **Cognitive Learning Model** enhances analytical capacity through active engagement and structured learning, while the
    **Behavioral Model** ensures consistent reinforcement and feedback. These methods support the organization’s need for more data-informed decision-making.

    2.
    **Communication Skills – Experiential & Behavioral Training Models**

    **Training Methods:**

    ·
    **Role-Playing Scenarios:** Employees practice giving and receiving feedback, leading meetings, and resolving interpersonal issues.

    ·
    **Peer Review Exercises:** Participants receive structured feedback from colleagues to improve clarity, tone, and influence in communication.

    ·
    **Collaborative Leadership Labs:** New hires or junior staff partner with experienced mentors to practice team-based communication and negotiation.

    **HR Justification:**
    The
    **Experiential Learning Model** allows employees to learn through doing, which is essential for behavioral change in communication. As HR Manager, I ensure this training also serves team cohesion and employee engagement objectives.

    **Key Design Elements**

    Drawing from Bell and Moore (2018) and Noe et al. (2014), the following training elements are integrated to support KSA acquisition:

    ·
    **Technology-Driven Learning:** Digital simulations and data dashboards enhance analytical training and provide scalable tools for remote or hybrid teams.

    ·
    **Collaborative Learning:** Cross-functional workshops and mentorship programs improve interpersonal communication and create institutional knowledge transfer.

    ·
    **Self-Directed Learning Modules:** Employees can access resources on their own time, allowing flexibility and ownership over development.

    **HR Takeaways and Conclusion**

    As a Human Resource Manager, it’s critical to align training with real-world performance needs, rather than assuming training is always the right solution. In the case of
    **Analytical Thinking** and
    **Communication Skills**, targeted interventions based on cognitive, experiential, and behavioral models ensure that employees not only meet performance expectations but also grow into future leadership roles.

    Moreover, by embedding
    **feedback loops, technology, and collaboration**, I can ensure the training is sustainable, measurable, and impactful at both the individual and organizational levels.

    **References (APA 9 Format)**

    Bell, B. S., & Moore, O. A. (2018). Learning, training and development in organizations: Emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 2, pp. 215–233). SAGE Publications, Ltd.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 1, pp. 539–549). SAGE Publications, Ltd.

    Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior, 1_(1), 245–275.

    **## Week3.Discussion.Responses.NeedsAnalysisTraining.docx**

    Wk3. Discussion Needs Analysis and Training

    INSTRUCTIONS: Suggest additional or alternative assessments that your colleagues should consider for candidate selection, based on the provided KSAs

    .

    Iram M.

    **IPSY 8252 – Week 3 Discussion: Needs Analysis and Training**

    As part of this week’s discussion on training design, the critical KSAs I’ve selected in the context of alumni engagement and institutional advancement are (1) Strategic Communication and Relationship Management and (2) Leadership and Team Development.

    **Critical KSAs in Alumni Engagement**

    Strategic Communication and Relationship Management refers to the ability to communicate effectively across diverse channels and audiences, crafting persuasive narratives that foster relationships with alumni, donors, and internal stakeholders. Given the role’s visibility and impact on institutional reputation and fundraising success, this KSA requires an advanced level of performance.

    Leadership and Team Development involves leading cross-functional teams, mentoring emerging professionals, and cultivating a collaborative culture that advances organizational goals. This also requires advanced proficiency, especially for senior roles that influence strategy and team dynamics.

    **Training Design for Strategic Communication and Leadership KSAs**

    To ensure employees attain these KSAs, I propose a blended training design grounded in experiential learning, cognitive apprenticeship, and 21st-century workplace strategies. This training design integrates evidence-based practices, which further supports both individual capability and organizational learning culture.

    Drawing from experiential learning models, the training emphasizes active engagement, real-time problem-solving, and reflection (Campbell et al., 2018, pp. 539–541). For instance, trainees would participate in alumni meeting simulations, donor pitch role-plays, and cross-departmental communication training exercises. These scenarios allow learners to apply communication strategies in realistic settings, followed by debriefs that promote reflective learning and iterative improvement.

    The program also incorporates cognitive apprenticeship, emphasizing modeling, coaching, and scaffolding as employees develop expertise (Campbell et al., 2018, pp. 545–546). Trainees would shadow experienced staff, then transition into supervised leadership roles within project teams, allowing for progressive responsibility and situated learning. This approach supports the acquisition of both tacit and explicit knowledge, which is essential for mastering complex interpersonal and strategic skills.

    To strengthen Leadership and Team Development, the training includes structured mentorship, rotating team leadership roles, and collaborative leadership labs. These reflect social learning theory, which highlights the importance of observational learning, feedback, and modeling in skill development (Bell & Kozlowski, 2018, pp. 217–218). Informal learning mechanisms, such as mentoring and collaborative problem-solving, effectively cultivate leadership agility and interpersonal effectiveness.

    Additionally, the program integrates 21st-century workplace learning principles, including self-directed learning, microlearning, and just-in-time resources (Noe et al., 2014, p. 249). These elements are important for professionals who must adapt quickly and maintain flexibility. A digital platform would support this approach, offering modular content, real-time performance support, and knowledge-sharing with peers. These design elements support autonomy, personalization, and continual development in dynamic environments.

    Finally, incorporating distributed learning principles supports long-term development by fostering self-managed learning environments (Guglielmino & Guglielmino, 2001). This enables learners to take ownership of their growth through access to personalized, on-demand content.

    By combining experiential methods, cognitive apprenticeship, social learning strategies, and modern learning technologies, this training program equips professionals with the advanced-level KSAs that are required to lead and communicate effectively within alumni engagement and advancement.

    **References**

    Bell, B. S., & Kozlowski, S. W. J. (2018). Learning, training, and development in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 2. Organizational psychology_ (2nd ed., pp. 215–233). SAGE Publications.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 1. Personnel psychology and employee performance_ (2nd ed., pp. 533–610). SAGE Publications.

    Guglielmino, L. M., & Guglielmino, P. J. (2001). Moving toward a distributed learning model based on self-managed learning.
    _South African Journal of Education_,
    _21_(4), 313–318.
    [https://www.ajol.info/index.php/saje/article/view/24984Links to an external site.](https://www.ajol.info/index.php/saje/article/view/24984)

    Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior_,
    _1_, 245–275.
    [https://doi.org/10.1146/annurev-orgpsych-031413-091321Links to an external site.](https://doi.org/10.1146/annurev-orgpsych-031413-091321)

    Tonya P.

    As a
    **Human Resource Manager**, I recognize the importance of identifying and closing performance gaps to improve both individual capabilities and organizational effectiveness. Before implementing any training program, I conduct a
    **needs analysis** to compare desired performance (targeted KSAs and departmental goals) with actual employee output (as seen in performance reviews, productivity data, or feedback). This ensures that the right issues are being addressed—whether through training or alternative interventions such as job redesign, improved management practices, or workload adjustments.

    **Selected KSAs and Performance Levels**

    Based on a previous KSA assessment in a mid-level project coordination role, two key KSAs stand out with noticeable performance gaps:

    ·
    **Analytical Thinking** _(Required Level: Intermediate to Advanced)_
    Employees in this role must assess complex data sets, interpret trends, and make informed decisions. A common gap I’ve observed is difficulty in translating data into actionable insights or strategic solutions.

    ·
    **Communication Skills** _(Required Level: Entry to Intermediate)_
    Effective communication—whether in team meetings, email correspondence, or providing feedback—is vital. Entry-level and newer employees often struggle with clarity, tone, or confidence, particularly in collaborative or cross-functional settings.

    **Training Design from an HR Perspective**

    To bridge these gaps, I would implement a blended training approach using evidence-based models discussed by Campbell et al. (2018), Bell and Moore (2018), and Noe et al. (2014). As an HR Manager, my goal is not only to improve individual competencies but also to foster a learning culture aligned with organizational goals.

    1.
    **Analytical Thinking – Cognitive & Behavioral Training Models**

    **Training Methods:**

    ·
    **Case Study Workshops:** Teams analyze real company data to recommend improvements or strategies, aligning learning with business priorities.

    ·
    **AI-Driven Decision Simulations:** These interactive tools provide real-time feedback, allowing employees to test strategic decisions in a low-risk environment.

    ·
    **Performance Dashboards:** Employees track their progress in interpreting data sets, supporting self-directed growth and accountability.

    **HR Justification:**
    The
    **Cognitive Learning Model** enhances analytical capacity through active engagement and structured learning, while the
    **Behavioral Model** ensures consistent reinforcement and feedback. These methods support the organization’s need for more data-informed decision-making.

    2.
    **Communication Skills – Experiential & Behavioral Training Models**

    **Training Methods:**

    ·
    **Role-Playing Scenarios:** Employees practice giving and receiving feedback, leading meetings, and resolving interpersonal issues.

    ·
    **Peer Review Exercises:** Participants receive structured feedback from colleagues to improve clarity, tone, and influence in communication.

    ·
    **Collaborative Leadership Labs:** New hires or junior staff partner with experienced mentors to practice team-based communication and negotiation.

    **HR Justification:**
    The
    **Experiential Learning Model** allows employees to learn through doing, which is essential for behavioral change in communication. As HR Manager, I ensure this training also serves team cohesion and employee engagement objectives.

    **Key Design Elements**

    Drawing from Bell and Moore (2018) and Noe et al. (2014), the following training elements are integrated to support KSA acquisition:

    ·
    **Technology-Driven Learning:** Digital simulations and data dashboards enhance analytical training and provide scalable tools for remote or hybrid teams.

    ·
    **Collaborative Learning:** Cross-functional workshops and mentorship programs improve interpersonal communication and create institutional knowledge transfer.

    ·
    **Self-Directed Learning Modules:** Employees can access resources on their own time, allowing flexibility and ownership over development.

    **HR Takeaways and Conclusion**

    As a Human Resource Manager, it’s critical to align training with real-world performance needs, rather than assuming training is always the right solution. In the case of
    **Analytical Thinking** and
    **Communication Skills**, targeted interventions based on cognitive, experiential, and behavioral models ensure that employees not only meet performance expectations but also grow into future leadership roles.

    Moreover, by embedding
    **feedback loops, technology, and collaboration**, I can ensure the training is sustainable, measurable, and impactful at both the individual and organizational levels.

    **References (APA 9 Format)**

    Bell, B. S., & Moore, O. A. (2018). Learning, training and development in organizations: Emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 2, pp. 215–233). SAGE Publications, Ltd.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 1, pp. 539–549). SAGE Publications, Ltd.

    Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior, 1_(1), 245–275.

    **## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx**

    ### Foundations Discussion: **Discovering Key Concepts in Scholarly Writing**

    INSTRUCTIONS: Respond to at least two of your colleagues’ posts and continue the Discussion by providing an example or personal experience that illustrates one of the points made by your colleague. Refer back to the “Purpose, Audience, and Evidence” media program to review the personal experience illustration to guide you. Further explain to your colleague this example from a personal experience perspective.

    Lindsay S.

    In scholarly writing, four key concepts—
    **purpose, audience, presence of bias, and quality of evidence**—are essential for producing clear, ethical, and impactful work. These concepts are especially important in the field of psychology, where research often influences real-world practices, policies, and mental health interventions. For this post, I will examine these concepts in relation to the article
    _“The Impact of Social Media on Adolescent Mental Health”_ by Rivera and Thompson (2021), which investigates how social media use correlates with anxiety and depression in teenagers.

    **Purpose:**
    The purpose of Rivera and Thompson’s (2021) article is to explore the relationship between social media usage patterns and adolescent mental health outcomes. The authors aim to inform psychologists, educators, and parents about emerging mental health risks and to encourage the development of healthier online habits among youth. Establishing a clear purpose helps ensure the article is focused and relevant to the ongoing discourse in psychology.

    **Audience:**
    The primary audience includes clinical psychologists, school counselors, researchers, and mental health policy makers. The article uses technical terms such as “cognitive-emotional regulation” and “longitudinal cohort analysis,” indicating it is written for an educated, professional readership. Understanding the audience shapes how information is presented, influencing tone, depth of analysis, and the inclusion of data.

    **Presence of Bias:**
    Rivera and Thompson (2021) acknowledge possible bias in their study due to reliance on self-reported data from adolescents, which may be subject to exaggeration or minimization of symptoms. The authors attempt to mitigate this bias by triangulating self-reports with clinical assessments. Recognizing and addressing bias enhances transparency and strengthens the validity of psychological research.

    **Quality of Evidence:**
    The article is grounded in high-quality evidence, including a large sample size (1,500 participants), longitudinal data collected over two years, and the use of validated psychological assessment tools. The authors also cite peer-reviewed studies and national statistics, ensuring their conclusions are based on reliable and current research.

    These four concepts are foundational in psychological writing because they promote clarity, credibility, and ethical responsibility. For example, in a graduate course, I wrote a literature review on trauma-informed care. Initially, I did not consider how my bias toward certain interventions might skew my analysis. After receiving feedback, I revisited the literature, included opposing viewpoints, and critically evaluated all evidence. This improved the objectivity and depth of my work—highlighting the value of recognizing bias in psychological writing.

    In summary, purpose, audience, bias, and evidence quality are not just academic concepts; they are the building blocks of trustworthy communication in psychology. They allow scholars and practitioners to share knowledge that can genuinely improve lives.

    **References**

    Rivera, L., & Thompson, J. (2021).
    _The impact of social media on adolescent mental health_.
    _Journal of Adolescent Psychology_,
    _34_(2), 123–139

    Chantell S.

    Hi Class,

    **Article**: One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescence.

    This article focuses on a case study that sought to prove a normative relationship between physical activity, sleep behavior, and screen time and the development of the childhood to adolescence population. The case study aimed to identify clusters of patterns that indicated individuals with similar patterns would likely experience similar growth, and to apply intervention methods to individuals who followed different trajectories.

    **Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose.**

    **Purpose:** To identify clusters of patterns and characterize them based on the impact of physical activity, screen time, and sleep behaviors on the development of individuals from childhood to adolescence. The study aimed to identify groups that shared the same clusters and compare them to groups with different cluster patterns, using the collected data to inform interventions related to youth health.

    **Presence of Bias**: The leading sentence in the purpose statement appears to be leading by stating that “Canda was the first to adopt a comprehensive 24h movement guideline program” the authors go on to state that no other studies have investigated the concurrent development of these specific behaviors in youth which presents suggestion bias, however a similar article was written during the same timeframe for the scientific reports journal (Schmidt, Anedda, Burchatz, 2020). The question could also be asked of participants coming from the Match study versus random participants who fit the required categories, which could present sampling bias.

    **Quality of Evidence:** The study included over 900 children and adolescents in a longitudinal design spanning a predetermined period to collect data on patterns of sleep behavior, screen time, and physical activity related to their development. The study employed a multi-trajectory analysis to identify individuals with similar clusters of behavior. According to the data results the study yielded the four different behavioral trajectories, Decliner (guideline adherence decrease participation over time), Complier (adhere to the guidelines throughout the study in all areas), Screen Complier (girls) (moderate screen time and moderate to low physical activity), MVPA Complier boys (low screen time and high physical activity).

    **Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.**

    According to the study notes on scholarly writing, these concepts are essential for keeping research papers on a defined, focused pathway. These concepts present data that is not compromised or biased by sampling selection. For example, suppose a researcher is looking to prove or disprove a specific hypothesis. In that case, the researcher might sample from a particular group if the researcher believed that participants from that group would produce data that supports the researcher's hypothesis. Ultimately, these concepts enhance the research, thereby strengthening its credibility.

    Reference:

    Walden University (2025). Document: Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)

    Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020). One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.. The International Journal of Behavioral Nutrition and Physical Activity, 17(58). https://doi.org/10.1186/s12966-020-00964-1

    Schmidt, S.C.E., Anedda, B., Burchartz, A. (2020).
    _et al._ Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment.
    _Sci Rep_ **10**, 21780  https://doi.org/10.1038/s41598-020-78438-4

    **## Week3.Discussion.Responses.NeedsAnalysisTraining.docx**

    Wk3. Discussion Needs Analysis and Training

    INSTRUCTIONS: Suggest additional or alternative assessments that your colleagues should consider for candidate selection, based on the provided KSAs

    .

    Iram M.

    **IPSY 8252 – Week 3 Discussion: Needs Analysis and Training**

    As part of this week’s discussion on training design, the critical KSAs I’ve selected in the context of alumni engagement and institutional advancement are (1) Strategic Communication and Relationship Management and (2) Leadership and Team Development.

    **Critical KSAs in Alumni Engagement**

    Strategic Communication and Relationship Management refers to the ability to communicate effectively across diverse channels and audiences, crafting persuasive narratives that foster relationships with alumni, donors, and internal stakeholders. Given the role’s visibility and impact on institutional reputation and fundraising success, this KSA requires an advanced level of performance.

    Leadership and Team Development involves leading cross-functional teams, mentoring emerging professionals, and cultivating a collaborative culture that advances organizational goals. This also requires advanced proficiency, especially for senior roles that influence strategy and team dynamics.

    **Training Design for Strategic Communication and Leadership KSAs**

    To ensure employees attain these KSAs, I propose a blended training design grounded in experiential learning, cognitive apprenticeship, and 21st-century workplace strategies. This training design integrates evidence-based practices, which further supports both individual capability and organizational learning culture.

    Drawing from experiential learning models, the training emphasizes active engagement, real-time problem-solving, and reflection (Campbell et al., 2018, pp. 539–541). For instance, trainees would participate in alumni meeting simulations, donor pitch role-plays, and cross-departmental communication training exercises. These scenarios allow learners to apply communication strategies in realistic settings, followed by debriefs that promote reflective learning and iterative improvement.

    The program also incorporates cognitive apprenticeship, emphasizing modeling, coaching, and scaffolding as employees develop expertise (Campbell et al., 2018, pp. 545–546). Trainees would shadow experienced staff, then transition into supervised leadership roles within project teams, allowing for progressive responsibility and situated learning. This approach supports the acquisition of both tacit and explicit knowledge, which is essential for mastering complex interpersonal and strategic skills.

    To strengthen Leadership and Team Development, the training includes structured mentorship, rotating team leadership roles, and collaborative leadership labs. These reflect social learning theory, which highlights the importance of observational learning, feedback, and modeling in skill development (Bell & Kozlowski, 2018, pp. 217–218). Informal learning mechanisms, such as mentoring and collaborative problem-solving, effectively cultivate leadership agility and interpersonal effectiveness.

    Additionally, the program integrates 21st-century workplace learning principles, including self-directed learning, microlearning, and just-in-time resources (Noe et al., 2014, p. 249). These elements are important for professionals who must adapt quickly and maintain flexibility. A digital platform would support this approach, offering modular content, real-time performance support, and knowledge-sharing with peers. These design elements support autonomy, personalization, and continual development in dynamic environments.

    Finally, incorporating distributed learning principles supports long-term development by fostering self-managed learning environments (Guglielmino & Guglielmino, 2001). This enables learners to take ownership of their growth through access to personalized, on-demand content.

    By combining experiential methods, cognitive apprenticeship, social learning strategies, and modern learning technologies, this training program equips professionals with the advanced-level KSAs that are required to lead and communicate effectively within alumni engagement and advancement.

    **References**

    Bell, B. S., & Kozlowski, S. W. J. (2018). Learning, training, and development in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 2. Organizational psychology_ (2nd ed., pp. 215–233). SAGE Publications.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 1. Personnel psychology and employee performance_ (2nd ed., pp. 533–610). SAGE Publications.

    Guglielmino, L. M., & Guglielmino, P. J. (2001). Moving toward a distributed learning model based on self-managed learning.
    _South African Journal of Education_,
    _21_(4), 313–318.
    [https://www.ajol.info/index.php/saje/article/view/24984Links to an external site.](https://www.ajol.info/index.php/saje/article/view/24984)

    Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior_,
    _1_, 245–275.
    [https://doi.org/10.1146/annurev-orgpsych-031413-091321Links to an external site.](https://doi.org/10.1146/annurev-orgpsych-031413-091321)

    Tonya P.

    As a
    **Human Resource Manager**, I recognize the importance of identifying and closing performance gaps to improve both individual capabilities and organizational effectiveness. Before implementing any training program, I conduct a
    **needs analysis** to compare desired performance (targeted KSAs and departmental goals) with actual employee output (as seen in performance reviews, productivity data, or feedback). This ensures that the right issues are being addressed—whether through training or alternative interventions such as job redesign, improved management practices, or workload adjustments.

    **Selected KSAs and Performance Levels**

    Based on a previous KSA assessment in a mid-level project coordination role, two key KSAs stand out with noticeable performance gaps:

    ·
    **Analytical Thinking** _(Required Level: Intermediate to Advanced)_
    Employees in this role must assess complex data sets, interpret trends, and make informed decisions. A common gap I’ve observed is difficulty in translating data into actionable insights or strategic solutions.

    ·
    **Communication Skills** _(Required Level: Entry to Intermediate)_
    Effective communication—whether in team meetings, email correspondence, or providing feedback—is vital. Entry-level and newer employees often struggle with clarity, tone, or confidence, particularly in collaborative or cross-functional settings.

    **Training Design from an HR Perspective**

    To bridge these gaps, I would implement a blended training approach using evidence-based models discussed by Campbell et al. (2018), Bell and Moore (2018), and Noe et al. (2014). As an HR Manager, my goal is not only to improve individual competencies but also to foster a learning culture aligned with organizational goals.

    1.
    **Analytical Thinking – Cognitive & Behavioral Training Models**

    **Training Methods:**

    ·
    **Case Study Workshops:** Teams analyze real company data to recommend improvements or strategies, aligning learning with business priorities.

    ·
    **AI-Driven Decision Simulations:** These interactive tools provide real-time feedback, allowing employees to test strategic decisions in a low-risk environment.

    ·
    **Performance Dashboards:** Employees track their progress in interpreting data sets, supporting self-directed growth and accountability.

    **HR Justification:**
    The
    **Cognitive Learning Model** enhances analytical capacity through active engagement and structured learning, while the
    **Behavioral Model** ensures consistent reinforcement and feedback. These methods support the organization’s need for more data-informed decision-making.

    2.
    **Communication Skills – Experiential & Behavioral Training Models**

    **Training Methods:**

    ·
    **Role-Playing Scenarios:** Employees practice giving and receiving feedback, leading meetings, and resolving interpersonal issues.

    ·
    **Peer Review Exercises:** Participants receive structured feedback from colleagues to improve clarity, tone, and influence in communication.

    ·
    **Collaborative Leadership Labs:** New hires or junior staff partner with experienced mentors to practice team-based communication and negotiation.

    **HR Justification:**
    The
    **Experiential Learning Model** allows employees to learn through doing, which is essential for behavioral change in communication. As HR Manager, I ensure this training also serves team cohesion and employee engagement objectives.

    **Key Design Elements**

    Drawing from Bell and Moore (2018) and Noe et al. (2014), the following training elements are integrated to support KSA acquisition:

    ·
    **Technology-Driven Learning:** Digital simulations and data dashboards enhance analytical training and provide scalable tools for remote or hybrid teams.

    ·
    **Collaborative Learning:** Cross-functional workshops and mentorship programs improve interpersonal communication and create institutional knowledge transfer.

    ·
    **Self-Directed Learning Modules:** Employees can access resources on their own time, allowing flexibility and ownership over development.

    **HR Takeaways and Conclusion**

    As a Human Resource Manager, it’s critical to align training with real-world performance needs, rather than assuming training is always the right solution. In the case of
    **Analytical Thinking** and
    **Communication Skills**, targeted interventions based on cognitive, experiential, and behavioral models ensure that employees not only meet performance expectations but also grow into future leadership roles.

    Moreover, by embedding
    **feedback loops, technology, and collaboration**, I can ensure the training is sustainable, measurable, and impactful at both the individual and organizational levels.

    **References (APA 9 Format)**

    Bell, B. S., & Moore, O. A. (2018). Learning, training and development in organizations: Emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 2, pp. 215–233). SAGE Publications, Ltd.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 1, pp. 539–549). SAGE Publications, Ltd.

    Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior, 1_(1), 245–275.

    **## Week3.DiscussionOne.Responses.DiscoveringKeyConceptsinScholarlyWriting.docx**

    ### Foundations Discussion: **Discovering Key Concepts in Scholarly Writing**

    INSTRUCTIONS: Respond to at least two of your colleagues’ posts and continue the Discussion by providing an example or personal experience that illustrates one of the points made by your colleague. Refer back to the “Purpose, Audience, and Evidence” media program to review the personal experience illustration to guide you. Further explain to your colleague this example from a personal experience perspective.

    Lindsay S.

    In scholarly writing, four key concepts—
    **purpose, audience, presence of bias, and quality of evidence**—are essential for producing clear, ethical, and impactful work. These concepts are especially important in the field of psychology, where research often influences real-world practices, policies, and mental health interventions. For this post, I will examine these concepts in relation to the article
    _“The Impact of Social Media on Adolescent Mental Health”_ by Rivera and Thompson (2021), which investigates how social media use correlates with anxiety and depression in teenagers.

    **Purpose:**
    The purpose of Rivera and Thompson’s (2021) article is to explore the relationship between social media usage patterns and adolescent mental health outcomes. The authors aim to inform psychologists, educators, and parents about emerging mental health risks and to encourage the development of healthier online habits among youth. Establishing a clear purpose helps ensure the article is focused and relevant to the ongoing discourse in psychology.

    **Audience:**
    The primary audience includes clinical psychologists, school counselors, researchers, and mental health policy makers. The article uses technical terms such as “cognitive-emotional regulation” and “longitudinal cohort analysis,” indicating it is written for an educated, professional readership. Understanding the audience shapes how information is presented, influencing tone, depth of analysis, and the inclusion of data.

    **Presence of Bias:**
    Rivera and Thompson (2021) acknowledge possible bias in their study due to reliance on self-reported data from adolescents, which may be subject to exaggeration or minimization of symptoms. The authors attempt to mitigate this bias by triangulating self-reports with clinical assessments. Recognizing and addressing bias enhances transparency and strengthens the validity of psychological research.

    **Quality of Evidence:**
    The article is grounded in high-quality evidence, including a large sample size (1,500 participants), longitudinal data collected over two years, and the use of validated psychological assessment tools. The authors also cite peer-reviewed studies and national statistics, ensuring their conclusions are based on reliable and current research.

    These four concepts are foundational in psychological writing because they promote clarity, credibility, and ethical responsibility. For example, in a graduate course, I wrote a literature review on trauma-informed care. Initially, I did not consider how my bias toward certain interventions might skew my analysis. After receiving feedback, I revisited the literature, included opposing viewpoints, and critically evaluated all evidence. This improved the objectivity and depth of my work—highlighting the value of recognizing bias in psychological writing.

    In summary, purpose, audience, bias, and evidence quality are not just academic concepts; they are the building blocks of trustworthy communication in psychology. They allow scholars and practitioners to share knowledge that can genuinely improve lives.

    **References**

    Rivera, L., & Thompson, J. (2021).
    _The impact of social media on adolescent mental health_.
    _Journal of Adolescent Psychology_,
    _34_(2), 123–139

    Chantell S.

    Hi Class,

    **Article**: One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescence.

    This article focuses on a case study that sought to prove a normative relationship between physical activity, sleep behavior, and screen time and the development of the childhood to adolescence population. The case study aimed to identify clusters of patterns that indicated individuals with similar patterns would likely experience similar growth, and to apply intervention methods to individuals who followed different trajectories.

    **Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose.**

    **Purpose:** To identify clusters of patterns and characterize them based on the impact of physical activity, screen time, and sleep behaviors on the development of individuals from childhood to adolescence. The study aimed to identify groups that shared the same clusters and compare them to groups with different cluster patterns, using the collected data to inform interventions related to youth health.

    **Presence of Bias**: The leading sentence in the purpose statement appears to be leading by stating that “Canda was the first to adopt a comprehensive 24h movement guideline program” the authors go on to state that no other studies have investigated the concurrent development of these specific behaviors in youth which presents suggestion bias, however a similar article was written during the same timeframe for the scientific reports journal (Schmidt, Anedda, Burchatz, 2020). The question could also be asked of participants coming from the Match study versus random participants who fit the required categories, which could present sampling bias.

    **Quality of Evidence:** The study included over 900 children and adolescents in a longitudinal design spanning a predetermined period to collect data on patterns of sleep behavior, screen time, and physical activity related to their development. The study employed a multi-trajectory analysis to identify individuals with similar clusters of behavior. According to the data results the study yielded the four different behavioral trajectories, Decliner (guideline adherence decrease participation over time), Complier (adhere to the guidelines throughout the study in all areas), Screen Complier (girls) (moderate screen time and moderate to low physical activity), MVPA Complier boys (low screen time and high physical activity).

    **Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.**

    According to the study notes on scholarly writing, these concepts are essential for keeping research papers on a defined, focused pathway. These concepts present data that is not compromised or biased by sampling selection. For example, suppose a researcher is looking to prove or disprove a specific hypothesis. In that case, the researcher might sample from a particular group if the researcher believed that participants from that group would produce data that supports the researcher's hypothesis. Ultimately, these concepts enhance the research, thereby strengthening its credibility.

    Reference:

    Walden University (2025). Document: Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)

    Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020). One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.. The International Journal of Behavioral Nutrition and Physical Activity, 17(58). https://doi.org/10.1186/s12966-020-00964-1

    Schmidt, S.C.E., Anedda, B., Burchartz, A. (2020).
    _et al._ Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment.
    _Sci Rep_ **10**, 21780  https://doi.org/10.1038/s41598-020-78438-4

    **## Week3.Discussion.Responses.NeedsAnalysisTraining.docx**

    Wk3. Discussion Needs Analysis and Training

    INSTRUCTIONS: Suggest additional or alternative assessments that your colleagues should consider for candidate selection, based on the provided KSAs

    .

    Iram M.

    **IPSY 8252 – Week 3 Discussion: Needs Analysis and Training**

    As part of this week’s discussion on training design, the critical KSAs I’ve selected in the context of alumni engagement and institutional advancement are (1) Strategic Communication and Relationship Management and (2) Leadership and Team Development.

    **Critical KSAs in Alumni Engagement**

    Strategic Communication and Relationship Management refers to the ability to communicate effectively across diverse channels and audiences, crafting persuasive narratives that foster relationships with alumni, donors, and internal stakeholders. Given the role’s visibility and impact on institutional reputation and fundraising success, this KSA requires an advanced level of performance.

    Leadership and Team Development involves leading cross-functional teams, mentoring emerging professionals, and cultivating a collaborative culture that advances organizational goals. This also requires advanced proficiency, especially for senior roles that influence strategy and team dynamics.

    **Training Design for Strategic Communication and Leadership KSAs**

    To ensure employees attain these KSAs, I propose a blended training design grounded in experiential learning, cognitive apprenticeship, and 21st-century workplace strategies. This training design integrates evidence-based practices, which further supports both individual capability and organizational learning culture.

    Drawing from experiential learning models, the training emphasizes active engagement, real-time problem-solving, and reflection (Campbell et al., 2018, pp. 539–541). For instance, trainees would participate in alumni meeting simulations, donor pitch role-plays, and cross-departmental communication training exercises. These scenarios allow learners to apply communication strategies in realistic settings, followed by debriefs that promote reflective learning and iterative improvement.

    The program also incorporates cognitive apprenticeship, emphasizing modeling, coaching, and scaffolding as employees develop expertise (Campbell et al., 2018, pp. 545–546). Trainees would shadow experienced staff, then transition into supervised leadership roles within project teams, allowing for progressive responsibility and situated learning. This approach supports the acquisition of both tacit and explicit knowledge, which is essential for mastering complex interpersonal and strategic skills.

    To strengthen Leadership and Team Development, the training includes structured mentorship, rotating team leadership roles, and collaborative leadership labs. These reflect social learning theory, which highlights the importance of observational learning, feedback, and modeling in skill development (Bell & Kozlowski, 2018, pp. 217–218). Informal learning mechanisms, such as mentoring and collaborative problem-solving, effectively cultivate leadership agility and interpersonal effectiveness.

    Additionally, the program integrates 21st-century workplace learning principles, including self-directed learning, microlearning, and just-in-time resources (Noe et al., 2014, p. 249). These elements are important for professionals who must adapt quickly and maintain flexibility. A digital platform would support this approach, offering modular content, real-time performance support, and knowledge-sharing with peers. These design elements support autonomy, personalization, and continual development in dynamic environments.

    Finally, incorporating distributed learning principles supports long-term development by fostering self-managed learning environments (Guglielmino & Guglielmino, 2001). This enables learners to take ownership of their growth through access to personalized, on-demand content.

    By combining experiential methods, cognitive apprenticeship, social learning strategies, and modern learning technologies, this training program equips professionals with the advanced-level KSAs that are required to lead and communicate effectively within alumni engagement and advancement.

    **References**

    Bell, B. S., & Kozlowski, S. W. J. (2018). Learning, training, and development in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 2. Organizational psychology_ (2nd ed., pp. 215–233). SAGE Publications.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work & organizational psychology: Vol. 1. Personnel psychology and employee performance_ (2nd ed., pp. 533–610). SAGE Publications.

    Guglielmino, L. M., & Guglielmino, P. J. (2001). Moving toward a distributed learning model based on self-managed learning.
    _South African Journal of Education_,
    _21_(4), 313–318.
    [https://www.ajol.info/index.php/saje/article/view/24984Links to an external site.](https://www.ajol.info/index.php/saje/article/view/24984)

    Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior_,
    _1_, 245–275.
    [https://doi.org/10.1146/annurev-orgpsych-031413-091321Links to an external site.](https://doi.org/10.1146/annurev-orgpsych-031413-091321)

    Tonya P.

    As a
    **Human Resource Manager**, I recognize the importance of identifying and closing performance gaps to improve both individual capabilities and organizational effectiveness. Before implementing any training program, I conduct a
    **needs analysis** to compare desired performance (targeted KSAs and departmental goals) with actual employee output (as seen in performance reviews, productivity data, or feedback). This ensures that the right issues are being addressed—whether through training or alternative interventions such as job redesign, improved management practices, or workload adjustments.

    **Selected KSAs and Performance Levels**

    Based on a previous KSA assessment in a mid-level project coordination role, two key KSAs stand out with noticeable performance gaps:

    ·
    **Analytical Thinking** _(Required Level: Intermediate to Advanced)_
    Employees in this role must assess complex data sets, interpret trends, and make informed decisions. A common gap I’ve observed is difficulty in translating data into actionable insights or strategic solutions.

    ·
    **Communication Skills** _(Required Level: Entry to Intermediate)_
    Effective communication—whether in team meetings, email correspondence, or providing feedback—is vital. Entry-level and newer employees often struggle with clarity, tone, or confidence, particularly in collaborative or cross-functional settings.

    **Training Design from an HR Perspective**

    To bridge these gaps, I would implement a blended training approach using evidence-based models discussed by Campbell et al. (2018), Bell and Moore (2018), and Noe et al. (2014). As an HR Manager, my goal is not only to improve individual competencies but also to foster a learning culture aligned with organizational goals.

    1.
    **Analytical Thinking – Cognitive & Behavioral Training Models**

    **Training Methods:**

    ·
    **Case Study Workshops:** Teams analyze real company data to recommend improvements or strategies, aligning learning with business priorities.

    ·
    **AI-Driven Decision Simulations:** These interactive tools provide real-time feedback, allowing employees to test strategic decisions in a low-risk environment.

    ·
    **Performance Dashboards:** Employees track their progress in interpreting data sets, supporting self-directed growth and accountability.

    **HR Justification:**
    The
    **Cognitive Learning Model** enhances analytical capacity through active engagement and structured learning, while the
    **Behavioral Model** ensures consistent reinforcement and feedback. These methods support the organization’s need for more data-informed decision-making.

    2.
    **Communication Skills – Experiential & Behavioral Training Models**

    **Training Methods:**

    ·
    **Role-Playing Scenarios:** Employees practice giving and receiving feedback, leading meetings, and resolving interpersonal issues.

    ·
    **Peer Review Exercises:** Participants receive structured feedback from colleagues to improve clarity, tone, and influence in communication.

    ·
    **Collaborative Leadership Labs:** New hires or junior staff partner with experienced mentors to practice team-based communication and negotiation.

    **HR Justification:**
    The
    **Experiential Learning Model** allows employees to learn through doing, which is essential for behavioral change in communication. As HR Manager, I ensure this training also serves team cohesion and employee engagement objectives.

    **Key Design Elements**

    Drawing from Bell and Moore (2018) and Noe et al. (2014), the following training elements are integrated to support KSA acquisition:

    ·
    **Technology-Driven Learning:** Digital simulations and data dashboards enhance analytical training and provide scalable tools for remote or hybrid teams.

    ·
    **Collaborative Learning:** Cross-functional workshops and mentorship programs improve interpersonal communication and create institutional knowledge transfer.

    ·
    **Self-Directed Learning Modules:** Employees can access resources on their own time, allowing flexibility and ownership over development.

    **HR Takeaways and Conclusion**

    As a Human Resource Manager, it’s critical to align training with real-world performance needs, rather than assuming training is always the right solution. In the case of
    **Analytical Thinking** and
    **Communication Skills**, targeted interventions based on cognitive, experiential, and behavioral models ensure that employees not only meet performance expectations but also grow into future leadership roles.

    Moreover, by embedding
    **feedback loops, technology, and collaboration**, I can ensure the training is sustainable, measurable, and impactful at both the individual and organizational levels.

    **References (APA 9 Format)**

    Bell, B. S., & Moore, O. A. (2018). Learning, training and development in organizations: Emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 2, pp. 215–233). SAGE Publications, Ltd.

    Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    _The SAGE handbook of industrial, work, and organizational psychology_ (2nd ed., Vol. 1, pp. 539–549). SAGE Publications, Ltd.

    Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
    _Annual Review of Organizational Psychology and Organizational Behavior, 1_(1), 245–275.

    – 1
    – 2

  • [Solved] Psychology Psych 718 Assignment behavioral healthcare plan part 3 / discussion two replies

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    – ## BehavioralHealthcarePlanAssignmentOverv3.docx – ## BehavioralHealthcarePlanPart3AssignmentInstructions.docx – ## BehavioralHeatlhcarePlanTemplate3.docx – IMG_9438.jpeg – IMG_9440.png – IMG_9441.png – IMG_9442.png – IMG_9439.png **## BehavioralHealthcarePlanAssignmentOverv3.docx** PSYC 718 …

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    **## BehavioralHealthcarePlanAssignmentOverv3.docx**

    PSYC 718

    **Behavioral Healthcare Plan Assignment Overview**

    Throughout this course, students will be developing a behavioral healthcare business plan. This plan will enable students to consider important elements for developing an effective behavioral healthcare practice. The goal of this plan is to help students create a strategy for the management of a behavioral healthcare organization. The cumulative plan will consist of three separate assignment parts which will be created throughout the course and finally put together as one fluid plan document at the end of the course.

    For the
    **Behavioral Healthcare Plan: Part 1 Assignment**, which will be due in Module 2: Week 2, students will consider the type of organization for which they will develop the plan. Part One will include the Company Description and the Strategic Plan and Focus.

    For the
    **Behavioral Healthcare Plan: Part 2 Assignment**, which will be due in Module 4: Week 4, students will consider how the organization will be set up and managed. Part Two will include a Market Analysis, Operating Plan, and Management Plan.

    For the
    **Behavioral Healthcare Plan: Part 3 Assignment,** which will be due in Module 6: Week 6, students will consider how the organization will be marketed and engage in financial planning. Part Three of the plan will include sections on Sales and Marketing and Financials.

    The
    **Behavioral Healthcare Plan: Final Paper Assignment** will be due in Module 7: Week 7. The final submission will involve combining all previous parts of the plan together into one fluid document and creating a Table of Contents and Executive Summary.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience so that students know what key elements will be expected to be completed. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHealthcarePlanPart3AssignmentInstructions.docx**

    PSYC 718

    **Behavioral Healthcare Plan: Part 3 Assignment Instructions**

    Overview

    Recall that throughout this course, you will be developing a behavioral healthcare business plan. This plan will enable you to consider important elements for developing an effective behavioral healthcare practice. The cumulative plan will consist of three assignment parts which will be put together as one fluid plan document at the end of the course. In this assignment, you will be completing Part 3 of the plan. The goal of this plan is to continue to guide you as you create an overall strategy for the leadership and management of a behavioral healthcare organization.

    Instructions

    Part 3 of the plan will be the focus of this assignment. Part 3 of the plan consists of three main sections: Marketing Strategies, Extraorganizational Relationships, and Financials.

    In the Marketing Strategies
    section, you will consider the Pricing Strategy for your organization. (Some questions to ask in this regard include whether insurance will be accepted, if a sliding fee schedule exists, sources of funding that will impact payment, and other similar considerations.) You will also develop a Publicity Strategy wherein you will identify how you will get the word out about their organization.

    In the Extraorganizational section, you will identify the Community Partnerships that will need to be developed and what Government Agencies will be involved in their operations.

    In the Financials
    section, you will make projections as to how you might grow or be profitable and what sources of income will be necessary and available. You will also devise a projected budget.

    The responses to these sections should be prepared in paragraph format. Organize the material logically using headings and subheadings. You will have several paragraphs for each of these sections.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience. This outline constitutes the entire, final behavioral healthcare plan. For Part 3, you are only responsible to create the Marketing Strategies, Extraorganizational Relationships, and Financials sections. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned as this will help you with your overall planning and direction for this Part 3 assignment.

    This assignment should be prepared in current APA format with a cover page using APA style for headings and subheadings. Please integrate at least three scholarly or trade sources and one Scriptural citation into this assignment. Your sources should be different than the ones you utilized in Parts 1 and 2. You can choose where best to integrate these sources. All sources must be cited and referenced in current APA format.

    Your submission should have a minimum word count of about 750 words.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHeatlhcarePlanTemplate3.docx**

    BEHAVIORAL HEALTHCARE PLAN 1

    **Behavioral Healthcare Plan**

    Student Name

    Liberty University

    PSYC 718: Theories and Research in Behavioral Health

    Professor Name

    Date

    **Table of Contents**

    **I. Executive Summary**

    **II. Company Description**

    **III. Strategic Plan and Focus**

    **A. Mission/Vision**

    **B. Goals**

    **C. Core Competency**

    **III. Market Analysis**

    **A. SWOT Analysis**

    **B. Industry Analysis**

    **C. Competitor Analysis**

    **D. Market Trends**

    **D. Customer Analysis/Target Market**

    **IV. Operating Plan**

    A.
    **Physical Location**

    B.
    **Building Requirements**

    C.
    **Products and Services**

    D.
    **Recordkeeping Plan**

    **V. Management Plan**

    **A. Business Structure**

    **B. Staffing Requirements**

    **C. Management Roles and Responsibilities**

    **D. Compensation**

    **E. Training and Development Needs**

    **VI. Marketing Strategies**

    **A. Pricing Strategy**

    **B. Publicity Strategy**

    **VII. Extraorganizational Relationships**

    A.
    **Community Partnerships**

    B.
    **Government Agencies Involved**

    **VII. Financials**

    **A. Projected growth/profitability**

    **B. Sources of Income**

    **C. Projected Budget**

    **References**

    _English Standard Version._(2016). Crossway. https://www.biblegateway.com/passage/?search=Psalm%20139:13-14&version=ESV (Original work published 2001)

    How to write a mental health counseling business plan [sample template]. (2022).
    _Profitable Venture Magazine, Ltd._[Online]. https://www.profitableventure.com/mental-health-counseling-business-plan/

    Silver, S. (2002). The business plan. In W. H. Reid, & S. B. Silver (Eds.).
    _Handbook of mental health administration and management_(pp. 283-291). Taylor & Francis Group.

    Valant. (2022).
    _Developing a business plan for your mental health practice._ https://www.valant.io/resources/blog/developing-a-business-plan-for-your-mental-health-private-practice/

    **IMG_9438.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9438-jpeg)

    **IMG_9440.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9440-png-10320627)

    **IMG_9441.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9441-png-10320629)

    **IMG_9442.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9442-png-10320631)

    **IMG_9439.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9439-png-10320633)

    **IMG_9439.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9439-png-10320633)

    **## BehavioralHealthcarePlanAssignmentOverv3.docx**

    PSYC 718

    **Behavioral Healthcare Plan Assignment Overview**

    Throughout this course, students will be developing a behavioral healthcare business plan. This plan will enable students to consider important elements for developing an effective behavioral healthcare practice. The goal of this plan is to help students create a strategy for the management of a behavioral healthcare organization. The cumulative plan will consist of three separate assignment parts which will be created throughout the course and finally put together as one fluid plan document at the end of the course.

    For the
    **Behavioral Healthcare Plan: Part 1 Assignment**, which will be due in Module 2: Week 2, students will consider the type of organization for which they will develop the plan. Part One will include the Company Description and the Strategic Plan and Focus.

    For the
    **Behavioral Healthcare Plan: Part 2 Assignment**, which will be due in Module 4: Week 4, students will consider how the organization will be set up and managed. Part Two will include a Market Analysis, Operating Plan, and Management Plan.

    For the
    **Behavioral Healthcare Plan: Part 3 Assignment,** which will be due in Module 6: Week 6, students will consider how the organization will be marketed and engage in financial planning. Part Three of the plan will include sections on Sales and Marketing and Financials.

    The
    **Behavioral Healthcare Plan: Final Paper Assignment** will be due in Module 7: Week 7. The final submission will involve combining all previous parts of the plan together into one fluid document and creating a Table of Contents and Executive Summary.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience so that students know what key elements will be expected to be completed. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHealthcarePlanPart3AssignmentInstructions.docx**

    PSYC 718

    **Behavioral Healthcare Plan: Part 3 Assignment Instructions**

    Overview

    Recall that throughout this course, you will be developing a behavioral healthcare business plan. This plan will enable you to consider important elements for developing an effective behavioral healthcare practice. The cumulative plan will consist of three assignment parts which will be put together as one fluid plan document at the end of the course. In this assignment, you will be completing Part 3 of the plan. The goal of this plan is to continue to guide you as you create an overall strategy for the leadership and management of a behavioral healthcare organization.

    Instructions

    Part 3 of the plan will be the focus of this assignment. Part 3 of the plan consists of three main sections: Marketing Strategies, Extraorganizational Relationships, and Financials.

    In the Marketing Strategies
    section, you will consider the Pricing Strategy for your organization. (Some questions to ask in this regard include whether insurance will be accepted, if a sliding fee schedule exists, sources of funding that will impact payment, and other similar considerations.) You will also develop a Publicity Strategy wherein you will identify how you will get the word out about their organization.

    In the Extraorganizational section, you will identify the Community Partnerships that will need to be developed and what Government Agencies will be involved in their operations.

    In the Financials
    section, you will make projections as to how you might grow or be profitable and what sources of income will be necessary and available. You will also devise a projected budget.

    The responses to these sections should be prepared in paragraph format. Organize the material logically using headings and subheadings. You will have several paragraphs for each of these sections.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience. This outline constitutes the entire, final behavioral healthcare plan. For Part 3, you are only responsible to create the Marketing Strategies, Extraorganizational Relationships, and Financials sections. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned as this will help you with your overall planning and direction for this Part 3 assignment.

    This assignment should be prepared in current APA format with a cover page using APA style for headings and subheadings. Please integrate at least three scholarly or trade sources and one Scriptural citation into this assignment. Your sources should be different than the ones you utilized in Parts 1 and 2. You can choose where best to integrate these sources. All sources must be cited and referenced in current APA format.

    Your submission should have a minimum word count of about 750 words.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHeatlhcarePlanTemplate3.docx**

    BEHAVIORAL HEALTHCARE PLAN 1

    **Behavioral Healthcare Plan**

    Student Name

    Liberty University

    PSYC 718: Theories and Research in Behavioral Health

    Professor Name

    Date

    **Table of Contents**

    **I. Executive Summary**

    **II. Company Description**

    **III. Strategic Plan and Focus**

    **A. Mission/Vision**

    **B. Goals**

    **C. Core Competency**

    **III. Market Analysis**

    **A. SWOT Analysis**

    **B. Industry Analysis**

    **C. Competitor Analysis**

    **D. Market Trends**

    **D. Customer Analysis/Target Market**

    **IV. Operating Plan**

    A.
    **Physical Location**

    B.
    **Building Requirements**

    C.
    **Products and Services**

    D.
    **Recordkeeping Plan**

    **V. Management Plan**

    **A. Business Structure**

    **B. Staffing Requirements**

    **C. Management Roles and Responsibilities**

    **D. Compensation**

    **E. Training and Development Needs**

    **VI. Marketing Strategies**

    **A. Pricing Strategy**

    **B. Publicity Strategy**

    **VII. Extraorganizational Relationships**

    A.
    **Community Partnerships**

    B.
    **Government Agencies Involved**

    **VII. Financials**

    **A. Projected growth/profitability**

    **B. Sources of Income**

    **C. Projected Budget**

    **References**

    _English Standard Version._(2016). Crossway. https://www.biblegateway.com/passage/?search=Psalm%20139:13-14&version=ESV (Original work published 2001)

    How to write a mental health counseling business plan [sample template]. (2022).
    _Profitable Venture Magazine, Ltd._[Online]. https://www.profitableventure.com/mental-health-counseling-business-plan/

    Silver, S. (2002). The business plan. In W. H. Reid, & S. B. Silver (Eds.).
    _Handbook of mental health administration and management_(pp. 283-291). Taylor & Francis Group.

    Valant. (2022).
    _Developing a business plan for your mental health practice._ https://www.valant.io/resources/blog/developing-a-business-plan-for-your-mental-health-private-practice/

    **IMG_9438.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9438-jpeg)

    **IMG_9440.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9440-png-10320627)

    **IMG_9441.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9441-png-10320629)

    **IMG_9442.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9442-png-10320631)

    **IMG_9439.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9439-png-10320633)

    **## BehavioralHealthcarePlanAssignmentOverv3.docx**

    PSYC 718

    **Behavioral Healthcare Plan Assignment Overview**

    Throughout this course, students will be developing a behavioral healthcare business plan. This plan will enable students to consider important elements for developing an effective behavioral healthcare practice. The goal of this plan is to help students create a strategy for the management of a behavioral healthcare organization. The cumulative plan will consist of three separate assignment parts which will be created throughout the course and finally put together as one fluid plan document at the end of the course.

    For the
    **Behavioral Healthcare Plan: Part 1 Assignment**, which will be due in Module 2: Week 2, students will consider the type of organization for which they will develop the plan. Part One will include the Company Description and the Strategic Plan and Focus.

    For the
    **Behavioral Healthcare Plan: Part 2 Assignment**, which will be due in Module 4: Week 4, students will consider how the organization will be set up and managed. Part Two will include a Market Analysis, Operating Plan, and Management Plan.

    For the
    **Behavioral Healthcare Plan: Part 3 Assignment,** which will be due in Module 6: Week 6, students will consider how the organization will be marketed and engage in financial planning. Part Three of the plan will include sections on Sales and Marketing and Financials.

    The
    **Behavioral Healthcare Plan: Final Paper Assignment** will be due in Module 7: Week 7. The final submission will involve combining all previous parts of the plan together into one fluid document and creating a Table of Contents and Executive Summary.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience so that students know what key elements will be expected to be completed. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHealthcarePlanPart3AssignmentInstructions.docx**

    PSYC 718

    **Behavioral Healthcare Plan: Part 3 Assignment Instructions**

    Overview

    Recall that throughout this course, you will be developing a behavioral healthcare business plan. This plan will enable you to consider important elements for developing an effective behavioral healthcare practice. The cumulative plan will consist of three assignment parts which will be put together as one fluid plan document at the end of the course. In this assignment, you will be completing Part 3 of the plan. The goal of this plan is to continue to guide you as you create an overall strategy for the leadership and management of a behavioral healthcare organization.

    Instructions

    Part 3 of the plan will be the focus of this assignment. Part 3 of the plan consists of three main sections: Marketing Strategies, Extraorganizational Relationships, and Financials.

    In the Marketing Strategies
    section, you will consider the Pricing Strategy for your organization. (Some questions to ask in this regard include whether insurance will be accepted, if a sliding fee schedule exists, sources of funding that will impact payment, and other similar considerations.) You will also develop a Publicity Strategy wherein you will identify how you will get the word out about their organization.

    In the Extraorganizational section, you will identify the Community Partnerships that will need to be developed and what Government Agencies will be involved in their operations.

    In the Financials
    section, you will make projections as to how you might grow or be profitable and what sources of income will be necessary and available. You will also devise a projected budget.

    The responses to these sections should be prepared in paragraph format. Organize the material logically using headings and subheadings. You will have several paragraphs for each of these sections.

    A sample
    **Behavioral Healthcare Plan Template** has been included for convenience. This outline constitutes the entire, final behavioral healthcare plan. For Part 3, you are only responsible to create the Marketing Strategies, Extraorganizational Relationships, and Financials sections. Please be sure to review the outline and the more detailed instructions for the individual plan parts in the weeks in which they are assigned as this will help you with your overall planning and direction for this Part 3 assignment.

    This assignment should be prepared in current APA format with a cover page using APA style for headings and subheadings. Please integrate at least three scholarly or trade sources and one Scriptural citation into this assignment. Your sources should be different than the ones you utilized in Parts 1 and 2. You can choose where best to integrate these sources. All sources must be cited and referenced in current APA format.

    Your submission should have a minimum word count of about 750 words.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## BehavioralHeatlhcarePlanTemplate3.docx**

    BEHAVIORAL HEALTHCARE PLAN 1

    **Behavioral Healthcare Plan**

    Student Name

    Liberty University

    PSYC 718: Theories and Research in Behavioral Health

    Professor Name

    Date

    **Table of Contents**

    **I. Executive Summary**

    **II. Company Description**

    **III. Strategic Plan and Focus**

    **A. Mission/Vision**

    **B. Goals**

    **C. Core Competency**

    **III. Market Analysis**

    **A. SWOT Analysis**

    **B. Industry Analysis**

    **C. Competitor Analysis**

    **D. Market Trends**

    **D. Customer Analysis/Target Market**

    **IV. Operating Plan**

    A.
    **Physical Location**

    B.
    **Building Requirements**

    C.
    **Products and Services**

    D.
    **Recordkeeping Plan**

    **V. Management Plan**

    **A. Business Structure**

    **B. Staffing Requirements**

    **C. Management Roles and Responsibilities**

    **D. Compensation**

    **E. Training and Development Needs**

    **VI. Marketing Strategies**

    **A. Pricing Strategy**

    **B. Publicity Strategy**

    **VII. Extraorganizational Relationships**

    A.
    **Community Partnerships**

    B.
    **Government Agencies Involved**

    **VII. Financials**

    **A. Projected growth/profitability**

    **B. Sources of Income**

    **C. Projected Budget**

    **References**

    _English Standard Version._(2016). Crossway. https://www.biblegateway.com/passage/?search=Psalm%20139:13-14&version=ESV (Original work published 2001)

    How to write a mental health counseling business plan [sample template]. (2022).
    _Profitable Venture Magazine, Ltd._[Online]. https://www.profitableventure.com/mental-health-counseling-business-plan/

    Silver, S. (2002). The business plan. In W. H. Reid, & S. B. Silver (Eds.).
    _Handbook of mental health administration and management_(pp. 283-291). Taylor & Francis Group.

    Valant. (2022).
    _Developing a business plan for your mental health practice._ https://www.valant.io/resources/blog/developing-a-business-plan-for-your-mental-health-private-practice/

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  • [Solved] reflection, disc,

    ✓ Verified Academic Solution Available

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    – ## ReflectionPaperRubric.docx – Module5AssessmentsPt1GuidedNotes.pdf – TheUseofthePerformanceDiagnosticChecklisttoGuideInterventionSelectioninanIndependentlyOwnedCoffeeShop.pdf – AssessmentofEmployeePerformance.pdf **## ReflectionPaperRubric.docx** **Module 5:** **Consider a past (or current) perf…

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    Assignment Prompt & Instructions

    – ## ReflectionPaperRubric.docx

    – Module5AssessmentsPt1GuidedNotes.pdf
    – TheUseofthePerformanceDiagnosticChecklisttoGuideInterventionSelectioninanIndependentlyOwnedCoffeeShop.pdf
    – AssessmentofEmployeePerformance.pdf

    **## ReflectionPaperRubric.docx**

    **Module 5:**

    **Consider a past (or current) performance issue you've observed in an organization in which you've worked. Describe the situation (while maintaining confidentiality), and based upon the Performance Diagnostic Checklist (PDC) discussed in this module, determine 3 potential barriers that may be at play. What potential solutions that may have resolved the issue, from your perspective, based upon the assessment?**

    **Module 5, Part 1: Introduction**

    Welcome to Module 5: Performance Assessments, part 1!

    This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.

    Upon successful completion of this module, learners should be able to:

    · Determine why assessments have been historically neglected in performance management

    · Select the justification(s) for implementing pre-intervention assessments in the workplace

    · Determine which records/documents to review during a historical assessment, given a potential intervention target

    · Given a scenario, select the area of the Performance Diagnostic Checklist (PDC) that may indicate an effective intervention

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | | | |
    | — | — | — | — |
    | **Category** | **5 points** | **3 points** | **0 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **Module5AssessmentsPt1GuidedNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5assessmentspt1guidednotes-pdf-10320669)

    **TheUseofthePerformanceDiagnosticChecklisttoGuideInterventionSelectioninanIndependentlyOwnedCoffeeShop.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theuseoftheperformancediagnosticchecklisttoguideinterventionselectioninanindependentlyownedcoffeeshop-pdf-10320665)

    **AssessmentofEmployeePerformance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessmentofemployeeperformance-pdf-10320667)

    **AssessmentofEmployeePerformance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessmentofemployeeperformance-pdf-10320667)

    **## ReflectionPaperRubric.docx**

    **Module 5:**

    **Consider a past (or current) performance issue you've observed in an organization in which you've worked. Describe the situation (while maintaining confidentiality), and based upon the Performance Diagnostic Checklist (PDC) discussed in this module, determine 3 potential barriers that may be at play. What potential solutions that may have resolved the issue, from your perspective, based upon the assessment?**

    **Module 5, Part 1: Introduction**

    Welcome to Module 5: Performance Assessments, part 1!

    This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.

    Upon successful completion of this module, learners should be able to:

    · Determine why assessments have been historically neglected in performance management

    · Select the justification(s) for implementing pre-intervention assessments in the workplace

    · Determine which records/documents to review during a historical assessment, given a potential intervention target

    · Given a scenario, select the area of the Performance Diagnostic Checklist (PDC) that may indicate an effective intervention

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | | | |
    | — | — | — | — |
    | **Category** | **5 points** | **3 points** | **0 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **Module5AssessmentsPt1GuidedNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5assessmentspt1guidednotes-pdf-10320669)

    **TheUseofthePerformanceDiagnosticChecklisttoGuideInterventionSelectioninanIndependentlyOwnedCoffeeShop.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theuseoftheperformancediagnosticchecklisttoguideinterventionselectioninanindependentlyownedcoffeeshop-pdf-10320665)

    **AssessmentofEmployeePerformance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessmentofemployeeperformance-pdf-10320667)

    **## ReflectionPaperRubric.docx**

    **Module 5:**

    **Consider a past (or current) performance issue you've observed in an organization in which you've worked. Describe the situation (while maintaining confidentiality), and based upon the Performance Diagnostic Checklist (PDC) discussed in this module, determine 3 potential barriers that may be at play. What potential solutions that may have resolved the issue, from your perspective, based upon the assessment?**

    **Module 5, Part 1: Introduction**

    Welcome to Module 5: Performance Assessments, part 1!

    This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.

    Upon successful completion of this module, learners should be able to:

    · Determine why assessments have been historically neglected in performance management

    · Select the justification(s) for implementing pre-intervention assessments in the workplace

    · Determine which records/documents to review during a historical assessment, given a potential intervention target

    · Given a scenario, select the area of the Performance Diagnostic Checklist (PDC) that may indicate an effective intervention

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | | | |
    | — | — | — | — |
    | **Category** | **5 points** | **3 points** | **0 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **Module5AssessmentsPt1GuidedNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5assessmentspt1guidednotes-pdf-10320669)

    **TheUseofthePerformanceDiagnosticChecklisttoGuideInterventionSelectioninanIndependentlyOwnedCoffeeShop.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theuseoftheperformancediagnosticchecklisttoguideinterventionselectioninanindependentlyownedcoffeeshop-pdf-10320665)

    **AssessmentofEmployeePerformance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessmentofemployeeperformance-pdf-10320667)

    – 1
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  • [Solved] reflection, paper

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Reflectmodule6.docx – ## ImprovingClosingTaskCompletioninaDrugstore.pdf **## Reflectmodule6.docx** Reflect Module 6 Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavi…

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    Assignment Prompt & Instructions

    – ## Reflectmodule6.docx

    – ## ImprovingClosingTaskCompletioninaDrugstore.pdf

    **## Reflectmodule6.docx**

    Reflect

    Module 6

    Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?

    | | | |
    | — | — | — |
    | **Antecedent** | **UndesiredBehavior** | **Consequence** |
    | | | |

    | | | |
    | — | — | — |
    | **Antecedent** | **DesiredBehavior** | **Consequence** |
    | | | |

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | |
    | — | — |
    | **Category** | **5 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **## ImprovingClosingTaskCompletioninaDrugstore.pdf**

    Full Terms & Conditions of access and use can be found at
    https://www.tandfonline.com/action/journalInformation?journalCode=worg20

    Journal of Organizational Behavior Management

    ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: https://www.tandfonline.com/loi/worg20

    Improving Closing Task Completion in a Drugstore

    Rhiannon Fante , Ora L. Davis & Vivian Kempt

    To cite this article: Rhiannon Fante , Ora L. Davis & Vivian Kempt (2013) Improving Closing Task
    Completion in a Drugstore, Journal of Organizational Behavior Management, 33:1, 77-83, DOI:
    10.1080/01608061.2012.758020

    To link to this article: https://doi.org/10.1080/01608061.2012.758020

    Published online: 27 Feb 2013.

    Submit your article to this journal

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    Journal of Organizational Behavior Management, 33:77–83, 2013
    Copyright © Taylor & Francis Group, LLC
    ISSN: 0160-8061 print/1540-8604 online
    DOI: 10.1080/01608061.2012.758020

    Improving Closing Task Completion
    in a Drugstore

    RHIANNON FANTE
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    ORA L. DAVIS
    Mexia State Supported Living Center, Mexia, Texas, USA

    VIVIAN KEMPT
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    A within-subject ABAB reversal design was utilized to investigate
    the effects of graphic feedback and goal setting on employee closing
    task completion. Goal setting was contingent upon baseline perfor-
    mance and graphic feedback was posted weekly. It was found that
    goal setting and graphic feedback improved employee closing task
    completion.

    KEYWORDS closing task completion, goal setting, graphic feed-
    back

    Research in the field of organizational behavior management has shown the
    effectiveness of implementing feedback to improve performance (Komaki,
    Barwick, & Scott, 1978; Sulzer-Azaroff, 1978). For example, feedback has
    been used successfully with: a university hockey team (Anderson, Crowell,
    Doman, & Howard, 1988); an electric utility industry (Petty, Singleton, &
    Connell, 1992); bank tellers (Crowell, Anderson, Abel, & Sergio, 1988); a
    textile factory (Welsh, Luthans, & Sommer, 1993); hotel banquet staff (LaFleur
    & Hyten, 1995); and nursing home staff (Hawkins, Burgio, Lanford, & Engel,
    1992).

    Although there is a significant amount of literature on the topic of perfor-
    mance feedback, no singular definition exists. Common definitions include:

    Rhiannon Fante is now affiliated with St. Clair County Community College. Work on this
    article was completed while Fante was at Stephen F. Austin State University.

    Address correspondence to Dr. Rhiannon Fante, St. Clair County Community College,
    200 North Building, 323 Erie St., Port Huron, MI 48061-5015, USA. E-mail: rmfante@sc4.edu

    77

    78 R. Fante et al.

    (a) information that is given to a worker regarding the quantity or quality
    of their past performance (Prue & Fairbank, 1981), (b) information sent out
    back to the responder after a specific performance (Sulzer-Azaroff & Mayer,
    1991), (c) information that tells performers what and how well they are doing
    on particular tasks or on the job overall (Rummler & Brache, 1995), and (d)
    descriptions about performance that allows an individual to adjust his or
    her performance (Daniels, 1994). It has also been shown that adding behav-
    ioral consequences and/or goal setting to feedback improves the overall
    behavioral effects and consistencies (Alvero, Bucklin, & Austin, 2001; Earley,
    Northcraft, Lee, & Lituchy, 1990; Loewy & Bailey, 2007).

    Our purpose in this study was to assess the effects of goal setting and
    graphic feedback on closing task completion in a drugstore. Completing
    nightly closing tasks (i.e., cleaning, organizing, and stocking items) was
    deemed important to the overall sanitation and smooth operation of the
    establishment. We build upon the research of Austin, Weatherly, and Gravina
    (2005), and Lowey and Bailey (2007) by examining the effects of goal set-
    ting and graphic feedback on closing task completion. For the purpose
    of the current study, we defined performance feedback as graphic depic-
    tions of employee performance, thus serving a discriminative function (i.e.,
    information regarding past performance.)

    METHOD

    Participants and Setting

    This study was conducted in a drugstore and the participants were 10 part-
    time and 10 full-time employees. Employees varied in the length of time that
    each had been employed as well as their job titles and responsibilities. Work
    schedules were determined weekly by the managers and all employees that
    were scheduled to work the closing shift were responsible for completing
    specific closing tasks throughout the drugstore each night. Participation in
    this study in no way affected participants’ employment or promotional status.

    Apparatus and Materials

    NIGHTLY CHECKLIST DOCUMENT

    All employees were individually given a nightly checklist form upon training
    and therefore, all employees were aware of the closing task responsibilities.
    The checklist consisted of 13 different tasks per department (i.e., straighten
    magazines and items in front of counter, fill mini cooler, take out trash, etc.).
    In addition to being given the nightly checklist upon hire, the checklist was
    also displayed on a board in the employee break room at all times.

    Improving Closing Task Completion 79

    Dependent Variable

    The dependent variable was the number of closing tasks completed per
    night. Closing task completion was expressed as a percentage of tasks
    completed per night and was calculated by dividing the number of tasks
    completed divided by the total number of tasks and multiplying by 100.

    A data sheet detailing each closing task for each department was cre-
    ated. The data sheet was the same as the nightly checklist that the employees
    first received during their initial training. Data were collected by recording
    completed and uncompleted tasks by viewing the finished products of each
    task and then checking the appropriate “yes” or “no” check box on the data
    sheet. Data collection was conducted by the researchers and managers each
    night.

    Interobserver Agreement

    A second observer independently collected data to assess interobserver
    agreement (IOA). Point-by-point IOA was calculated by dividing the number
    of agreements by the number of agreements plus disagreements and multi-
    plying by 100. IOA data were collected for 30% of all observation sessions
    across all phases and averaged 92%.

    Experimental Design and Procedure

    A within-subject ABAB reversal (where A was baseline and B was the goal
    setting and graphic feedback) design was used to evaluate the effects of the
    intervention on employee closing task completion.

    BASELINE

    During the baseline phase of this experiment, the researchers and closing
    store manager collected data on closing task completion. The purpose of
    this phase was to establish the level of the employees’ performance prior to
    the intervention and this phase thus served as the control condition.

    GOAL SETTING AND GRAPHIC FEEDBACK

    Following baseline, a task completion goal was set for all employees. The
    goal was determined by the managers and was based on the employ-
    ees’ baseline performance. During this phase the managers set a goal of
    a 15% increase from the employees’ average performance during baseline.
    In other words, employee performance during the first baseline phase aver-
    aged 65.8% and therefore, the goal was set at 80.8%. The store closing task
    completion goal and graphs depicting the employees’ performance were

    80 R. Fante et al.

    posted weekly on a sheet of paper next to the nightly task checklist in the
    employees’ break room. In order to ensure that no verbal feedback from
    the managers occurred, the researchers specifically told the managers not to
    discuss the employees’ performance or the graphs with the employees. The
    researchers also regularly asked the employees if the managers were dis-
    cussing their performance with them. Data collection procedures were the
    same as those described in baseline.

    RETURN TO BASELINE

    During this phase, the goal setting procedure and graphic feedback were
    withdrawn. Data collection was the same as described above.

    GOAL SETTING AND GRAPHIC FEEDBACK

    During this phase, the managers set a goal of a 20% increase based on
    the employees’ average performance during the return to baseline phase.
    In other words, employee performance averaged 64.1% during the return
    to baseline phase and therefore, the goal was set at 84.1%. The graphic
    feedback and data collection procedures were the same as described above.

    RESULTS AND DISCUSSION

    Figure 1 displays the total percentage closing task completion for all depart-
    ments (photo, front register, and cosmetics). Task completion averaged 65.8%
    during baseline (range: 56.4%–76.9%) and increased to an average of 82.6%
    (range: 76.9%–87.2%) during the goal setting and feedback phase. Task com-
    pletion dropped to an average of 64.1% (range: 61.5%–66.7%) during the
    return to baseline phase and task completion again increased to an aver-
    age of 92.3% (range: 89.7%–94.8%) when goal setting and feedback were
    implemented.

    In this study graphic feedback and goal setting were effective in increas-
    ing closing task completion for the store. Previous research in the field
    of organizational behavior management has recommended that researchers
    attempt to identify sources of variability to determine factors that may con-
    tribute to unplanned behavior changes (Fante, Gravina, & Austin, 2007;
    Pampino, Wilder, & Binder, 2005; Therrien, Wilder, Rodriguez, & Wine,
    2005). Therefore, it is important to note that during the first baseline phase,
    the district manager was conducting a store evaluation. The district manager’s
    presence during the first couple days of baseline might explain why the data
    in this phase appeared to be high, especially for the first observation day.

    Improving Closing Task Completion 81

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

    P
    e

    r
    c
    e

    n
    t
    a

    g
    e

    o
    f
    C

    lo
    s
    in

    g
    T

    a
    s
    k

    C
    o

    m
    p

    le
    t
    io

    n

    Observations

    Baseline Baseline

    Total

    Feedback

    Goal 1

    Goal 2

    Feedback

    FIGURE 1 Percentage of closing task completion for all departments across each condition.

    Furthermore, variability in the data could have been the result of
    the difference in the amount of experience the employees had on the
    job. Anecdotal data showed that the newer employees completed a lower
    percentage of closing tasks when compared to older more experienced
    employees. Other variables that might be responsible for the minor varia-
    tions in the data include the manager assigned to the closing shift during
    nights of observation. The researchers observed that the employees tended
    to complete a higher percentage of closing tasks when the manager helped
    the employees versus completing his own work in his office.

    Another possible variable that may have affected data collection might
    have been store activity. It was observed that during busy days (i.e., many
    customers and shift tasks) employees took longer to complete closing tasks
    and completed less. During slow days (i.e., few customers and shift tasks)
    employees took a shorter time to complete tasks and completed a higher
    percentage of them. Lastly, another factor that may have affected closing task
    completion might have been the presence of the researchers. The employees
    might have wanted to perform well, or improve on performance during the
    feedback and goal setting phase, not because of the feedback and goal
    setting, but simply because they knew a study was being conducted and
    they wanted to please the researchers.

    Because a number of variables may have affected the dependent vari-
    able a detailed functional or descriptive analysis would have been useful

    82 R. Fante et al.

    in determining which variables might have been responsible for affecting
    performance. The information gained from the results of such analyses may
    have resulted in the development of an alternative intervention. However,
    graphic feedback and goal setting were delivered together and therefore it is
    not possible to determine which component, or if the combined delivery of
    the components, was responsible for the results. Regardless, the intervention
    was simple cost effective solution that improved the overall organization and
    cleanliness of the drugstore and management expressed satisfaction with the
    results.

    REFERENCES

    Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of effectiveness
    of characteristics of performance feedback in organizational settings. Journal of
    Organizational Behavior Management, 21(1), 3–29.

    Anderson, D. C., Crowell, C. R., Doman, M., & Howard, G. S. (1988). Performance
    posting, goal setting, and activity-contingent praise as applied to a university
    hockey team. Journal of Applied Psychology, 73, 87.

    Austin, J., Weatherly, N. L., & Gravina, N. E. (2005). Using task clarification, graphic
    feedback, and verbal feedback to increase closing task completion in a privately
    owned resturant. Journal of Applied Behavior Anaylsis, 38, 117–120.

    Crowell, C. R., Anderson, D. C., Abel, D. M., & Sergio, J. P. (1988). Task clari-
    fication, performance feedback, and social praise: Procedures for improving
    the customer service of bank tellers. Journal of Applied Behavior Analysis, 21,
    65–71.

    Daniels, A. C. (1994). Bringing out the best in people. New York, NY: McGraw-Hill.
    Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and

    outcome feedback on the relation of goal setting to task performance. Academy
    of Management Journal, 33, 87–105.

    Fante, R., Gravina, N., & Austin, J. (2007). A brief pre-intervention analysis and
    demonstration of the effects of a behavioral safety package on postural behav-
    iors of pharmacy employees. Journal of Organizational Behavior Management,
    27(2), 15–25.

    Hawkins, A. M., Burgio, L. D., Lanford, A., & Engel, B. T. (1992). The effects of verbal
    and written supervisory feedback on staff compliance with assigned prompted
    voiding in a nursing home. Journal of Organizational Behavior Management,
    13(1), 137–150.

    Komaki, J., Barwick, D., & Scott, L. R. (1978). A behavioral approach to occupational
    safety: Pinpointing and reinforcing safe performance in a food manufacturing
    plant. Journal of Applied Psychology, 4, 434–445.

    LaFleur, T., & Hyten, C. (1995). Improving the quality of hotel banquet staff perfor-
    mance. Journal of Organizational Behavior Management, 15(1/2), 69–93.

    Loewy, S., & Bailey, J. (2007). The effects of graphic feedback, goal setting, and man-
    ager praise on customer service behaviors. Journal of Organizational Behavior
    Management, 27(3), 15–26.

    Improving Closing Task Completion 83

    Pampino, R. N., Jr., Wilder, D. A., & Binder, C. (2005). The use of functional assess-
    ment and frequency building procedures to increase product knowledge and
    data entry skills among foremen in a construction organization. Journal of
    Organizational Behavior Management, 25(2), 1–36.

    Petty, M. M., Singleton, B., & Connell, D. W. (1992). An experimental evaluation of
    an organization incentive plan in the electric utility industry. Journal of Applied
    Psychology, 77 , 427–436.

    Prue, D. M., & Fairbank, J. A. (1981). Performance feedback in organizational behav-
    ior management: A review. Journal of Organizational Behavior Management,
    3(1), 1–16.

    Rummler, G. A., & Brache, A. P. (1995). Improving performance: Managing the white
    space on the organizational chart. San Francisco, CA: Jossey-Bass.

    Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort
    Worth, TX: Harcourt Brace College.

    Sulzer-Azaroff, B. (1978). Behavioral ecology and accident prevention. Journal of
    Organizational Behavior Management, 2(1), 11–44.

    Therrien, K., Wilder, D. A., Rodriguez, M., & Wine, B. (2005). Preintervention anal-
    ysis and improvement of customer greeting in a restaurant. Journal of Applied
    Behavior Analysis, 38, 411–415.

    Welsh, D. H., Luthans, F., & Sommer, S. M. (1993). Organizational behavior modifi-
    cation goes to Russia: Replicating an experimental analysis across cultures and
    tasks. Journal of Organizational Behavior Management, 13(2), 15–35.

    **## ImprovingClosingTaskCompletioninaDrugstore.pdf**

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    Improving Closing Task Completion in a Drugstore

    Rhiannon Fante , Ora L. Davis & Vivian Kempt

    To cite this article: Rhiannon Fante , Ora L. Davis & Vivian Kempt (2013) Improving Closing Task
    Completion in a Drugstore, Journal of Organizational Behavior Management, 33:1, 77-83, DOI:
    10.1080/01608061.2012.758020

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    Journal of Organizational Behavior Management, 33:77–83, 2013
    Copyright © Taylor & Francis Group, LLC
    ISSN: 0160-8061 print/1540-8604 online
    DOI: 10.1080/01608061.2012.758020

    Improving Closing Task Completion
    in a Drugstore

    RHIANNON FANTE
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    ORA L. DAVIS
    Mexia State Supported Living Center, Mexia, Texas, USA

    VIVIAN KEMPT
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    A within-subject ABAB reversal design was utilized to investigate
    the effects of graphic feedback and goal setting on employee closing
    task completion. Goal setting was contingent upon baseline perfor-
    mance and graphic feedback was posted weekly. It was found that
    goal setting and graphic feedback improved employee closing task
    completion.

    KEYWORDS closing task completion, goal setting, graphic feed-
    back

    Research in the field of organizational behavior management has shown the
    effectiveness of implementing feedback to improve performance (Komaki,
    Barwick, & Scott, 1978; Sulzer-Azaroff, 1978). For example, feedback has
    been used successfully with: a university hockey team (Anderson, Crowell,
    Doman, & Howard, 1988); an electric utility industry (Petty, Singleton, &
    Connell, 1992); bank tellers (Crowell, Anderson, Abel, & Sergio, 1988); a
    textile factory (Welsh, Luthans, & Sommer, 1993); hotel banquet staff (LaFleur
    & Hyten, 1995); and nursing home staff (Hawkins, Burgio, Lanford, & Engel,
    1992).

    Although there is a significant amount of literature on the topic of perfor-
    mance feedback, no singular definition exists. Common definitions include:

    Rhiannon Fante is now affiliated with St. Clair County Community College. Work on this
    article was completed while Fante was at Stephen F. Austin State University.

    Address correspondence to Dr. Rhiannon Fante, St. Clair County Community College,
    200 North Building, 323 Erie St., Port Huron, MI 48061-5015, USA. E-mail: rmfante@sc4.edu

    77

    78 R. Fante et al.

    (a) information that is given to a worker regarding the quantity or quality
    of their past performance (Prue & Fairbank, 1981), (b) information sent out
    back to the responder after a specific performance (Sulzer-Azaroff & Mayer,
    1991), (c) information that tells performers what and how well they are doing
    on particular tasks or on the job overall (Rummler & Brache, 1995), and (d)
    descriptions about performance that allows an individual to adjust his or
    her performance (Daniels, 1994). It has also been shown that adding behav-
    ioral consequences and/or goal setting to feedback improves the overall
    behavioral effects and consistencies (Alvero, Bucklin, & Austin, 2001; Earley,
    Northcraft, Lee, & Lituchy, 1990; Loewy & Bailey, 2007).

    Our purpose in this study was to assess the effects of goal setting and
    graphic feedback on closing task completion in a drugstore. Completing
    nightly closing tasks (i.e., cleaning, organizing, and stocking items) was
    deemed important to the overall sanitation and smooth operation of the
    establishment. We build upon the research of Austin, Weatherly, and Gravina
    (2005), and Lowey and Bailey (2007) by examining the effects of goal set-
    ting and graphic feedback on closing task completion. For the purpose
    of the current study, we defined performance feedback as graphic depic-
    tions of employee performance, thus serving a discriminative function (i.e.,
    information regarding past performance.)

    METHOD

    Participants and Setting

    This study was conducted in a drugstore and the participants were 10 part-
    time and 10 full-time employees. Employees varied in the length of time that
    each had been employed as well as their job titles and responsibilities. Work
    schedules were determined weekly by the managers and all employees that
    were scheduled to work the closing shift were responsible for completing
    specific closing tasks throughout the drugstore each night. Participation in
    this study in no way affected participants’ employment or promotional status.

    Apparatus and Materials

    NIGHTLY CHECKLIST DOCUMENT

    All employees were individually given a nightly checklist form upon training
    and therefore, all employees were aware of the closing task responsibilities.
    The checklist consisted of 13 different tasks per department (i.e., straighten
    magazines and items in front of counter, fill mini cooler, take out trash, etc.).
    In addition to being given the nightly checklist upon hire, the checklist was
    also displayed on a board in the employee break room at all times.

    Improving Closing Task Completion 79

    Dependent Variable

    The dependent variable was the number of closing tasks completed per
    night. Closing task completion was expressed as a percentage of tasks
    completed per night and was calculated by dividing the number of tasks
    completed divided by the total number of tasks and multiplying by 100.

    A data sheet detailing each closing task for each department was cre-
    ated. The data sheet was the same as the nightly checklist that the employees
    first received during their initial training. Data were collected by recording
    completed and uncompleted tasks by viewing the finished products of each
    task and then checking the appropriate “yes” or “no” check box on the data
    sheet. Data collection was conducted by the researchers and managers each
    night.

    Interobserver Agreement

    A second observer independently collected data to assess interobserver
    agreement (IOA). Point-by-point IOA was calculated by dividing the number
    of agreements by the number of agreements plus disagreements and multi-
    plying by 100. IOA data were collected for 30% of all observation sessions
    across all phases and averaged 92%.

    Experimental Design and Procedure

    A within-subject ABAB reversal (where A was baseline and B was the goal
    setting and graphic feedback) design was used to evaluate the effects of the
    intervention on employee closing task completion.

    BASELINE

    During the baseline phase of this experiment, the researchers and closing
    store manager collected data on closing task completion. The purpose of
    this phase was to establish the level of the employees’ performance prior to
    the intervention and this phase thus served as the control condition.

    GOAL SETTING AND GRAPHIC FEEDBACK

    Following baseline, a task completion goal was set for all employees. The
    goal was determined by the managers and was based on the employ-
    ees’ baseline performance. During this phase the managers set a goal of
    a 15% increase from the employees’ average performance during baseline.
    In other words, employee performance during the first baseline phase aver-
    aged 65.8% and therefore, the goal was set at 80.8%. The store closing task
    completion goal and graphs depicting the employees’ performance were

    80 R. Fante et al.

    posted weekly on a sheet of paper next to the nightly task checklist in the
    employees’ break room. In order to ensure that no verbal feedback from
    the managers occurred, the researchers specifically told the managers not to
    discuss the employees’ performance or the graphs with the employees. The
    researchers also regularly asked the employees if the managers were dis-
    cussing their performance with them. Data collection procedures were the
    same as those described in baseline.

    RETURN TO BASELINE

    During this phase, the goal setting procedure and graphic feedback were
    withdrawn. Data collection was the same as described above.

    GOAL SETTING AND GRAPHIC FEEDBACK

    During this phase, the managers set a goal of a 20% increase based on
    the employees’ average performance during the return to baseline phase.
    In other words, employee performance averaged 64.1% during the return
    to baseline phase and therefore, the goal was set at 84.1%. The graphic
    feedback and data collection procedures were the same as described above.

    RESULTS AND DISCUSSION

    Figure 1 displays the total percentage closing task completion for all depart-
    ments (photo, front register, and cosmetics). Task completion averaged 65.8%
    during baseline (range: 56.4%–76.9%) and increased to an average of 82.6%
    (range: 76.9%–87.2%) during the goal setting and feedback phase. Task com-
    pletion dropped to an average of 64.1% (range: 61.5%–66.7%) during the
    return to baseline phase and task completion again increased to an aver-
    age of 92.3% (range: 89.7%–94.8%) when goal setting and feedback were
    implemented.

    In this study graphic feedback and goal setting were effective in increas-
    ing closing task completion for the store. Previous research in the field
    of organizational behavior management has recommended that researchers
    attempt to identify sources of variability to determine factors that may con-
    tribute to unplanned behavior changes (Fante, Gravina, & Austin, 2007;
    Pampino, Wilder, & Binder, 2005; Therrien, Wilder, Rodriguez, & Wine,
    2005). Therefore, it is important to note that during the first baseline phase,
    the district manager was conducting a store evaluation. The district manager’s
    presence during the first couple days of baseline might explain why the data
    in this phase appeared to be high, especially for the first observation day.

    Improving Closing Task Completion 81

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

    P
    e

    r
    c
    e

    n
    t
    a

    g
    e

    o
    f
    C

    lo
    s
    in

    g
    T

    a
    s
    k

    C
    o

    m
    p

    le
    t
    io

    n

    Observations

    Baseline Baseline

    Total

    Feedback

    Goal 1

    Goal 2

    Feedback

    FIGURE 1 Percentage of closing task completion for all departments across each condition.

    Furthermore, variability in the data could have been the result of
    the difference in the amount of experience the employees had on the
    job. Anecdotal data showed that the newer employees completed a lower
    percentage of closing tasks when compared to older more experienced
    employees. Other variables that might be responsible for the minor varia-
    tions in the data include the manager assigned to the closing shift during
    nights of observation. The researchers observed that the employees tended
    to complete a higher percentage of closing tasks when the manager helped
    the employees versus completing his own work in his office.

    Another possible variable that may have affected data collection might
    have been store activity. It was observed that during busy days (i.e., many
    customers and shift tasks) employees took longer to complete closing tasks
    and completed less. During slow days (i.e., few customers and shift tasks)
    employees took a shorter time to complete tasks and completed a higher
    percentage of them. Lastly, another factor that may have affected closing task
    completion might have been the presence of the researchers. The employees
    might have wanted to perform well, or improve on performance during the
    feedback and goal setting phase, not because of the feedback and goal
    setting, but simply because they knew a study was being conducted and
    they wanted to please the researchers.

    Because a number of variables may have affected the dependent vari-
    able a detailed functional or descriptive analysis would have been useful

    82 R. Fante et al.

    in determining which variables might have been responsible for affecting
    performance. The information gained from the results of such analyses may
    have resulted in the development of an alternative intervention. However,
    graphic feedback and goal setting were delivered together and therefore it is
    not possible to determine which component, or if the combined delivery of
    the components, was responsible for the results. Regardless, the intervention
    was simple cost effective solution that improved the overall organization and
    cleanliness of the drugstore and management expressed satisfaction with the
    results.

    REFERENCES

    Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of effectiveness
    of characteristics of performance feedback in organizational settings. Journal of
    Organizational Behavior Management, 21(1), 3–29.

    Anderson, D. C., Crowell, C. R., Doman, M., & Howard, G. S. (1988). Performance
    posting, goal setting, and activity-contingent praise as applied to a university
    hockey team. Journal of Applied Psychology, 73, 87.

    Austin, J., Weatherly, N. L., & Gravina, N. E. (2005). Using task clarification, graphic
    feedback, and verbal feedback to increase closing task completion in a privately
    owned resturant. Journal of Applied Behavior Anaylsis, 38, 117–120.

    Crowell, C. R., Anderson, D. C., Abel, D. M., & Sergio, J. P. (1988). Task clari-
    fication, performance feedback, and social praise: Procedures for improving
    the customer service of bank tellers. Journal of Applied Behavior Analysis, 21,
    65–71.

    Daniels, A. C. (1994). Bringing out the best in people. New York, NY: McGraw-Hill.
    Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and

    outcome feedback on the relation of goal setting to task performance. Academy
    of Management Journal, 33, 87–105.

    Fante, R., Gravina, N., & Austin, J. (2007). A brief pre-intervention analysis and
    demonstration of the effects of a behavioral safety package on postural behav-
    iors of pharmacy employees. Journal of Organizational Behavior Management,
    27(2), 15–25.

    Hawkins, A. M., Burgio, L. D., Lanford, A., & Engel, B. T. (1992). The effects of verbal
    and written supervisory feedback on staff compliance with assigned prompted
    voiding in a nursing home. Journal of Organizational Behavior Management,
    13(1), 137–150.

    Komaki, J., Barwick, D., & Scott, L. R. (1978). A behavioral approach to occupational
    safety: Pinpointing and reinforcing safe performance in a food manufacturing
    plant. Journal of Applied Psychology, 4, 434–445.

    LaFleur, T., & Hyten, C. (1995). Improving the quality of hotel banquet staff perfor-
    mance. Journal of Organizational Behavior Management, 15(1/2), 69–93.

    Loewy, S., & Bailey, J. (2007). The effects of graphic feedback, goal setting, and man-
    ager praise on customer service behaviors. Journal of Organizational Behavior
    Management, 27(3), 15–26.

    Improving Closing Task Completion 83

    Pampino, R. N., Jr., Wilder, D. A., & Binder, C. (2005). The use of functional assess-
    ment and frequency building procedures to increase product knowledge and
    data entry skills among foremen in a construction organization. Journal of
    Organizational Behavior Management, 25(2), 1–36.

    Petty, M. M., Singleton, B., & Connell, D. W. (1992). An experimental evaluation of
    an organization incentive plan in the electric utility industry. Journal of Applied
    Psychology, 77 , 427–436.

    Prue, D. M., & Fairbank, J. A. (1981). Performance feedback in organizational behav-
    ior management: A review. Journal of Organizational Behavior Management,
    3(1), 1–16.

    Rummler, G. A., & Brache, A. P. (1995). Improving performance: Managing the white
    space on the organizational chart. San Francisco, CA: Jossey-Bass.

    Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort
    Worth, TX: Harcourt Brace College.

    Sulzer-Azaroff, B. (1978). Behavioral ecology and accident prevention. Journal of
    Organizational Behavior Management, 2(1), 11–44.

    Therrien, K., Wilder, D. A., Rodriguez, M., & Wine, B. (2005). Preintervention anal-
    ysis and improvement of customer greeting in a restaurant. Journal of Applied
    Behavior Analysis, 38, 411–415.

    Welsh, D. H., Luthans, F., & Sommer, S. M. (1993). Organizational behavior modifi-
    cation goes to Russia: Replicating an experimental analysis across cultures and
    tasks. Journal of Organizational Behavior Management, 13(2), 15–35.

    **## Reflectmodule6.docx**

    Reflect

    Module 6

    Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?

    | | | |
    | — | — | — |
    | **Antecedent** | **UndesiredBehavior** | **Consequence** |
    | | | |

    | | | |
    | — | — | — |
    | **Antecedent** | **DesiredBehavior** | **Consequence** |
    | | | |

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | |
    | — | — |
    | **Category** | **5 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **## ImprovingClosingTaskCompletioninaDrugstore.pdf**

    Full Terms & Conditions of access and use can be found at
    https://www.tandfonline.com/action/journalInformation?journalCode=worg20

    Journal of Organizational Behavior Management

    ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: https://www.tandfonline.com/loi/worg20

    Improving Closing Task Completion in a Drugstore

    Rhiannon Fante , Ora L. Davis & Vivian Kempt

    To cite this article: Rhiannon Fante , Ora L. Davis & Vivian Kempt (2013) Improving Closing Task
    Completion in a Drugstore, Journal of Organizational Behavior Management, 33:1, 77-83, DOI:
    10.1080/01608061.2012.758020

    To link to this article: https://doi.org/10.1080/01608061.2012.758020

    Published online: 27 Feb 2013.

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    Journal of Organizational Behavior Management, 33:77–83, 2013
    Copyright © Taylor & Francis Group, LLC
    ISSN: 0160-8061 print/1540-8604 online
    DOI: 10.1080/01608061.2012.758020

    Improving Closing Task Completion
    in a Drugstore

    RHIANNON FANTE
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    ORA L. DAVIS
    Mexia State Supported Living Center, Mexia, Texas, USA

    VIVIAN KEMPT
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    A within-subject ABAB reversal design was utilized to investigate
    the effects of graphic feedback and goal setting on employee closing
    task completion. Goal setting was contingent upon baseline perfor-
    mance and graphic feedback was posted weekly. It was found that
    goal setting and graphic feedback improved employee closing task
    completion.

    KEYWORDS closing task completion, goal setting, graphic feed-
    back

    Research in the field of organizational behavior management has shown the
    effectiveness of implementing feedback to improve performance (Komaki,
    Barwick, & Scott, 1978; Sulzer-Azaroff, 1978). For example, feedback has
    been used successfully with: a university hockey team (Anderson, Crowell,
    Doman, & Howard, 1988); an electric utility industry (Petty, Singleton, &
    Connell, 1992); bank tellers (Crowell, Anderson, Abel, & Sergio, 1988); a
    textile factory (Welsh, Luthans, & Sommer, 1993); hotel banquet staff (LaFleur
    & Hyten, 1995); and nursing home staff (Hawkins, Burgio, Lanford, & Engel,
    1992).

    Although there is a significant amount of literature on the topic of perfor-
    mance feedback, no singular definition exists. Common definitions include:

    Rhiannon Fante is now affiliated with St. Clair County Community College. Work on this
    article was completed while Fante was at Stephen F. Austin State University.

    Address correspondence to Dr. Rhiannon Fante, St. Clair County Community College,
    200 North Building, 323 Erie St., Port Huron, MI 48061-5015, USA. E-mail: rmfante@sc4.edu

    77

    78 R. Fante et al.

    (a) information that is given to a worker regarding the quantity or quality
    of their past performance (Prue & Fairbank, 1981), (b) information sent out
    back to the responder after a specific performance (Sulzer-Azaroff & Mayer,
    1991), (c) information that tells performers what and how well they are doing
    on particular tasks or on the job overall (Rummler & Brache, 1995), and (d)
    descriptions about performance that allows an individual to adjust his or
    her performance (Daniels, 1994). It has also been shown that adding behav-
    ioral consequences and/or goal setting to feedback improves the overall
    behavioral effects and consistencies (Alvero, Bucklin, & Austin, 2001; Earley,
    Northcraft, Lee, & Lituchy, 1990; Loewy & Bailey, 2007).

    Our purpose in this study was to assess the effects of goal setting and
    graphic feedback on closing task completion in a drugstore. Completing
    nightly closing tasks (i.e., cleaning, organizing, and stocking items) was
    deemed important to the overall sanitation and smooth operation of the
    establishment. We build upon the research of Austin, Weatherly, and Gravina
    (2005), and Lowey and Bailey (2007) by examining the effects of goal set-
    ting and graphic feedback on closing task completion. For the purpose
    of the current study, we defined performance feedback as graphic depic-
    tions of employee performance, thus serving a discriminative function (i.e.,
    information regarding past performance.)

    METHOD

    Participants and Setting

    This study was conducted in a drugstore and the participants were 10 part-
    time and 10 full-time employees. Employees varied in the length of time that
    each had been employed as well as their job titles and responsibilities. Work
    schedules were determined weekly by the managers and all employees that
    were scheduled to work the closing shift were responsible for completing
    specific closing tasks throughout the drugstore each night. Participation in
    this study in no way affected participants’ employment or promotional status.

    Apparatus and Materials

    NIGHTLY CHECKLIST DOCUMENT

    All employees were individually given a nightly checklist form upon training
    and therefore, all employees were aware of the closing task responsibilities.
    The checklist consisted of 13 different tasks per department (i.e., straighten
    magazines and items in front of counter, fill mini cooler, take out trash, etc.).
    In addition to being given the nightly checklist upon hire, the checklist was
    also displayed on a board in the employee break room at all times.

    Improving Closing Task Completion 79

    Dependent Variable

    The dependent variable was the number of closing tasks completed per
    night. Closing task completion was expressed as a percentage of tasks
    completed per night and was calculated by dividing the number of tasks
    completed divided by the total number of tasks and multiplying by 100.

    A data sheet detailing each closing task for each department was cre-
    ated. The data sheet was the same as the nightly checklist that the employees
    first received during their initial training. Data were collected by recording
    completed and uncompleted tasks by viewing the finished products of each
    task and then checking the appropriate “yes” or “no” check box on the data
    sheet. Data collection was conducted by the researchers and managers each
    night.

    Interobserver Agreement

    A second observer independently collected data to assess interobserver
    agreement (IOA). Point-by-point IOA was calculated by dividing the number
    of agreements by the number of agreements plus disagreements and multi-
    plying by 100. IOA data were collected for 30% of all observation sessions
    across all phases and averaged 92%.

    Experimental Design and Procedure

    A within-subject ABAB reversal (where A was baseline and B was the goal
    setting and graphic feedback) design was used to evaluate the effects of the
    intervention on employee closing task completion.

    BASELINE

    During the baseline phase of this experiment, the researchers and closing
    store manager collected data on closing task completion. The purpose of
    this phase was to establish the level of the employees’ performance prior to
    the intervention and this phase thus served as the control condition.

    GOAL SETTING AND GRAPHIC FEEDBACK

    Following baseline, a task completion goal was set for all employees. The
    goal was determined by the managers and was based on the employ-
    ees’ baseline performance. During this phase the managers set a goal of
    a 15% increase from the employees’ average performance during baseline.
    In other words, employee performance during the first baseline phase aver-
    aged 65.8% and therefore, the goal was set at 80.8%. The store closing task
    completion goal and graphs depicting the employees’ performance were

    80 R. Fante et al.

    posted weekly on a sheet of paper next to the nightly task checklist in the
    employees’ break room. In order to ensure that no verbal feedback from
    the managers occurred, the researchers specifically told the managers not to
    discuss the employees’ performance or the graphs with the employees. The
    researchers also regularly asked the employees if the managers were dis-
    cussing their performance with them. Data collection procedures were the
    same as those described in baseline.

    RETURN TO BASELINE

    During this phase, the goal setting procedure and graphic feedback were
    withdrawn. Data collection was the same as described above.

    GOAL SETTING AND GRAPHIC FEEDBACK

    During this phase, the managers set a goal of a 20% increase based on
    the employees’ average performance during the return to baseline phase.
    In other words, employee performance averaged 64.1% during the return
    to baseline phase and therefore, the goal was set at 84.1%. The graphic
    feedback and data collection procedures were the same as described above.

    RESULTS AND DISCUSSION

    Figure 1 displays the total percentage closing task completion for all depart-
    ments (photo, front register, and cosmetics). Task completion averaged 65.8%
    during baseline (range: 56.4%–76.9%) and increased to an average of 82.6%
    (range: 76.9%–87.2%) during the goal setting and feedback phase. Task com-
    pletion dropped to an average of 64.1% (range: 61.5%–66.7%) during the
    return to baseline phase and task completion again increased to an aver-
    age of 92.3% (range: 89.7%–94.8%) when goal setting and feedback were
    implemented.

    In this study graphic feedback and goal setting were effective in increas-
    ing closing task completion for the store. Previous research in the field
    of organizational behavior management has recommended that researchers
    attempt to identify sources of variability to determine factors that may con-
    tribute to unplanned behavior changes (Fante, Gravina, & Austin, 2007;
    Pampino, Wilder, & Binder, 2005; Therrien, Wilder, Rodriguez, & Wine,
    2005). Therefore, it is important to note that during the first baseline phase,
    the district manager was conducting a store evaluation. The district manager’s
    presence during the first couple days of baseline might explain why the data
    in this phase appeared to be high, especially for the first observation day.

    Improving Closing Task Completion 81

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

    P
    e

    r
    c
    e

    n
    t
    a

    g
    e

    o
    f
    C

    lo
    s
    in

    g
    T

    a
    s
    k

    C
    o

    m
    p

    le
    t
    io

    n

    Observations

    Baseline Baseline

    Total

    Feedback

    Goal 1

    Goal 2

    Feedback

    FIGURE 1 Percentage of closing task completion for all departments across each condition.

    Furthermore, variability in the data could have been the result of
    the difference in the amount of experience the employees had on the
    job. Anecdotal data showed that the newer employees completed a lower
    percentage of closing tasks when compared to older more experienced
    employees. Other variables that might be responsible for the minor varia-
    tions in the data include the manager assigned to the closing shift during
    nights of observation. The researchers observed that the employees tended
    to complete a higher percentage of closing tasks when the manager helped
    the employees versus completing his own work in his office.

    Another possible variable that may have affected data collection might
    have been store activity. It was observed that during busy days (i.e., many
    customers and shift tasks) employees took longer to complete closing tasks
    and completed less. During slow days (i.e., few customers and shift tasks)
    employees took a shorter time to complete tasks and completed a higher
    percentage of them. Lastly, another factor that may have affected closing task
    completion might have been the presence of the researchers. The employees
    might have wanted to perform well, or improve on performance during the
    feedback and goal setting phase, not because of the feedback and goal
    setting, but simply because they knew a study was being conducted and
    they wanted to please the researchers.

    Because a number of variables may have affected the dependent vari-
    able a detailed functional or descriptive analysis would have been useful

    82 R. Fante et al.

    in determining which variables might have been responsible for affecting
    performance. The information gained from the results of such analyses may
    have resulted in the development of an alternative intervention. However,
    graphic feedback and goal setting were delivered together and therefore it is
    not possible to determine which component, or if the combined delivery of
    the components, was responsible for the results. Regardless, the intervention
    was simple cost effective solution that improved the overall organization and
    cleanliness of the drugstore and management expressed satisfaction with the
    results.

    REFERENCES

    Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of effectiveness
    of characteristics of performance feedback in organizational settings. Journal of
    Organizational Behavior Management, 21(1), 3–29.

    Anderson, D. C., Crowell, C. R., Doman, M., & Howard, G. S. (1988). Performance
    posting, goal setting, and activity-contingent praise as applied to a university
    hockey team. Journal of Applied Psychology, 73, 87.

    Austin, J., Weatherly, N. L., & Gravina, N. E. (2005). Using task clarification, graphic
    feedback, and verbal feedback to increase closing task completion in a privately
    owned resturant. Journal of Applied Behavior Anaylsis, 38, 117–120.

    Crowell, C. R., Anderson, D. C., Abel, D. M., & Sergio, J. P. (1988). Task clari-
    fication, performance feedback, and social praise: Procedures for improving
    the customer service of bank tellers. Journal of Applied Behavior Analysis, 21,
    65–71.

    Daniels, A. C. (1994). Bringing out the best in people. New York, NY: McGraw-Hill.
    Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and

    outcome feedback on the relation of goal setting to task performance. Academy
    of Management Journal, 33, 87–105.

    Fante, R., Gravina, N., & Austin, J. (2007). A brief pre-intervention analysis and
    demonstration of the effects of a behavioral safety package on postural behav-
    iors of pharmacy employees. Journal of Organizational Behavior Management,
    27(2), 15–25.

    Hawkins, A. M., Burgio, L. D., Lanford, A., & Engel, B. T. (1992). The effects of verbal
    and written supervisory feedback on staff compliance with assigned prompted
    voiding in a nursing home. Journal of Organizational Behavior Management,
    13(1), 137–150.

    Komaki, J., Barwick, D., & Scott, L. R. (1978). A behavioral approach to occupational
    safety: Pinpointing and reinforcing safe performance in a food manufacturing
    plant. Journal of Applied Psychology, 4, 434–445.

    LaFleur, T., & Hyten, C. (1995). Improving the quality of hotel banquet staff perfor-
    mance. Journal of Organizational Behavior Management, 15(1/2), 69–93.

    Loewy, S., & Bailey, J. (2007). The effects of graphic feedback, goal setting, and man-
    ager praise on customer service behaviors. Journal of Organizational Behavior
    Management, 27(3), 15–26.

    Improving Closing Task Completion 83

    Pampino, R. N., Jr., Wilder, D. A., & Binder, C. (2005). The use of functional assess-
    ment and frequency building procedures to increase product knowledge and
    data entry skills among foremen in a construction organization. Journal of
    Organizational Behavior Management, 25(2), 1–36.

    Petty, M. M., Singleton, B., & Connell, D. W. (1992). An experimental evaluation of
    an organization incentive plan in the electric utility industry. Journal of Applied
    Psychology, 77 , 427–436.

    Prue, D. M., & Fairbank, J. A. (1981). Performance feedback in organizational behav-
    ior management: A review. Journal of Organizational Behavior Management,
    3(1), 1–16.

    Rummler, G. A., & Brache, A. P. (1995). Improving performance: Managing the white
    space on the organizational chart. San Francisco, CA: Jossey-Bass.

    Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort
    Worth, TX: Harcourt Brace College.

    Sulzer-Azaroff, B. (1978). Behavioral ecology and accident prevention. Journal of
    Organizational Behavior Management, 2(1), 11–44.

    Therrien, K., Wilder, D. A., Rodriguez, M., & Wine, B. (2005). Preintervention anal-
    ysis and improvement of customer greeting in a restaurant. Journal of Applied
    Behavior Analysis, 38, 411–415.

    Welsh, D. H., Luthans, F., & Sommer, S. M. (1993). Organizational behavior modifi-
    cation goes to Russia: Replicating an experimental analysis across cultures and
    tasks. Journal of Organizational Behavior Management, 13(2), 15–35.

    **## Reflectmodule6.docx**

    Reflect

    Module 6

    Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?

    | | | |
    | — | — | — |
    | **Antecedent** | **UndesiredBehavior** | **Consequence** |
    | | | |

    | | | |
    | — | — | — |
    | **Antecedent** | **DesiredBehavior** | **Consequence** |
    | | | |

    **Reflection Paper Rubric (25 points)**

    Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

    | | |
    | — | — |
    | **Category** | **5 points** |
    | **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. |
    | **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. |
    | **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. |
    | **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops <br>ideas cogently, organizes them logically, and supports them through empirical writing. |
    | **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. |

    Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

    **WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**

    **## ImprovingClosingTaskCompletioninaDrugstore.pdf**

    Full Terms & Conditions of access and use can be found at
    https://www.tandfonline.com/action/journalInformation?journalCode=worg20

    Journal of Organizational Behavior Management

    ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: https://www.tandfonline.com/loi/worg20

    Improving Closing Task Completion in a Drugstore

    Rhiannon Fante , Ora L. Davis & Vivian Kempt

    To cite this article: Rhiannon Fante , Ora L. Davis & Vivian Kempt (2013) Improving Closing Task
    Completion in a Drugstore, Journal of Organizational Behavior Management, 33:1, 77-83, DOI:
    10.1080/01608061.2012.758020

    To link to this article: https://doi.org/10.1080/01608061.2012.758020

    Published online: 27 Feb 2013.

    Submit your article to this journal

    Article views: 553

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    Journal of Organizational Behavior Management, 33:77–83, 2013
    Copyright © Taylor & Francis Group, LLC
    ISSN: 0160-8061 print/1540-8604 online
    DOI: 10.1080/01608061.2012.758020

    Improving Closing Task Completion
    in a Drugstore

    RHIANNON FANTE
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    ORA L. DAVIS
    Mexia State Supported Living Center, Mexia, Texas, USA

    VIVIAN KEMPT
    Stephen F. Austin State University, Nacogdoches, Texas, USA

    A within-subject ABAB reversal design was utilized to investigate
    the effects of graphic feedback and goal setting on employee closing
    task completion. Goal setting was contingent upon baseline perfor-
    mance and graphic feedback was posted weekly. It was found that
    goal setting and graphic feedback improved employee closing task
    completion.

    KEYWORDS closing task completion, goal setting, graphic feed-
    back

    Research in the field of organizational behavior management has shown the
    effectiveness of implementing feedback to improve performance (Komaki,
    Barwick, & Scott, 1978; Sulzer-Azaroff, 1978). For example, feedback has
    been used successfully with: a university hockey team (Anderson, Crowell,
    Doman, & Howard, 1988); an electric utility industry (Petty, Singleton, &
    Connell, 1992); bank tellers (Crowell, Anderson, Abel, & Sergio, 1988); a
    textile factory (Welsh, Luthans, & Sommer, 1993); hotel banquet staff (LaFleur
    & Hyten, 1995); and nursing home staff (Hawkins, Burgio, Lanford, & Engel,
    1992).

    Although there is a significant amount of literature on the topic of perfor-
    mance feedback, no singular definition exists. Common definitions include:

    Rhiannon Fante is now affiliated with St. Clair County Community College. Work on this
    article was completed while Fante was at Stephen F. Austin State University.

    Address correspondence to Dr. Rhiannon Fante, St. Clair County Community College,
    200 North Building, 323 Erie St., Port Huron, MI 48061-5015, USA. E-mail: rmfante@sc4.edu

    77

    78 R. Fante et al.

    (a) information that is given to a worker regarding the quantity or quality
    of their past performance (Prue & Fairbank, 1981), (b) information sent out
    back to the responder after a specific performance (Sulzer-Azaroff & Mayer,
    1991), (c) information that tells performers what and how well they are doing
    on particular tasks or on the job overall (Rummler & Brache, 1995), and (d)
    descriptions about performance that allows an individual to adjust his or
    her performance (Daniels, 1994). It has also been shown that adding behav-
    ioral consequences and/or goal setting to feedback improves the overall
    behavioral effects and consistencies (Alvero, Bucklin, & Austin, 2001; Earley,
    Northcraft, Lee, & Lituchy, 1990; Loewy & Bailey, 2007).

    Our purpose in this study was to assess the effects of goal setting and
    graphic feedback on closing task completion in a drugstore. Completing
    nightly closing tasks (i.e., cleaning, organizing, and stocking items) was
    deemed important to the overall sanitation and smooth operation of the
    establishment. We build upon the research of Austin, Weatherly, and Gravina
    (2005), and Lowey and Bailey (2007) by examining the effects of goal set-
    ting and graphic feedback on closing task completion. For the purpose
    of the current study, we defined performance feedback as graphic depic-
    tions of employee performance, thus serving a discriminative function (i.e.,
    information regarding past performance.)

    METHOD

    Participants and Setting

    This study was conducted in a drugstore and the participants were 10 part-
    time and 10 full-time employees. Employees varied in the length of time that
    each had been employed as well as their job titles and responsibilities. Work
    schedules were determined weekly by the managers and all employees that
    were scheduled to work the closing shift were responsible for completing
    specific closing tasks throughout the drugstore each night. Participation in
    this study in no way affected participants’ employment or promotional status.

    Apparatus and Materials

    NIGHTLY CHECKLIST DOCUMENT

    All employees were individually given a nightly checklist form upon training
    and therefore, all employees were aware of the closing task responsibilities.
    The checklist consisted of 13 different tasks per department (i.e., straighten
    magazines and items in front of counter, fill mini cooler, take out trash, etc.).
    In addition to being given the nightly checklist upon hire, the checklist was
    also displayed on a board in the employee break room at all times.

    Improving Closing Task Completion 79

    Dependent Variable

    The dependent variable was the number of closing tasks completed per
    night. Closing task completion was expressed as a percentage of tasks
    completed per night and was calculated by dividing the number of tasks
    completed divided by the total number of tasks and multiplying by 100.

    A data sheet detailing each closing task for each department was cre-
    ated. The data sheet was the same as the nightly checklist that the employees
    first received during their initial training. Data were collected by recording
    completed and uncompleted tasks by viewing the finished products of each
    task and then checking the appropriate “yes” or “no” check box on the data
    sheet. Data collection was conducted by the researchers and managers each
    night.

    Interobserver Agreement

    A second observer independently collected data to assess interobserver
    agreement (IOA). Point-by-point IOA was calculated by dividing the number
    of agreements by the number of agreements plus disagreements and multi-
    plying by 100. IOA data were collected for 30% of all observation sessions
    across all phases and averaged 92%.

    Experimental Design and Procedure

    A within-subject ABAB reversal (where A was baseline and B was the goal
    setting and graphic feedback) design was used to evaluate the effects of the
    intervention on employee closing task completion.

    BASELINE

    During the baseline phase of this experiment, the researchers and closing
    store manager collected data on closing task completion. The purpose of
    this phase was to establish the level of the employees’ performance prior to
    the intervention and this phase thus served as the control condition.

    GOAL SETTING AND GRAPHIC FEEDBACK

    Following baseline, a task completion goal was set for all employees. The
    goal was determined by the managers and was based on the employ-
    ees’ baseline performance. During this phase the managers set a goal of
    a 15% increase from the employees’ average performance during baseline.
    In other words, employee performance during the first baseline phase aver-
    aged 65.8% and therefore, the goal was set at 80.8%. The store closing task
    completion goal and graphs depicting the employees’ performance were

    80 R. Fante et al.

    posted weekly on a sheet of paper next to the nightly task checklist in the
    employees’ break room. In order to ensure that no verbal feedback from
    the managers occurred, the researchers specifically told the managers not to
    discuss the employees’ performance or the graphs with the employees. The
    researchers also regularly asked the employees if the managers were dis-
    cussing their performance with them. Data collection procedures were the
    same as those described in baseline.

    RETURN TO BASELINE

    During this phase, the goal setting procedure and graphic feedback were
    withdrawn. Data collection was the same as described above.

    GOAL SETTING AND GRAPHIC FEEDBACK

    During this phase, the managers set a goal of a 20% increase based on
    the employees’ average performance during the return to baseline phase.
    In other words, employee performance averaged 64.1% during the return
    to baseline phase and therefore, the goal was set at 84.1%. The graphic
    feedback and data collection procedures were the same as described above.

    RESULTS AND DISCUSSION

    Figure 1 displays the total percentage closing task completion for all depart-
    ments (photo, front register, and cosmetics). Task completion averaged 65.8%
    during baseline (range: 56.4%–76.9%) and increased to an average of 82.6%
    (range: 76.9%–87.2%) during the goal setting and feedback phase. Task com-
    pletion dropped to an average of 64.1% (range: 61.5%–66.7%) during the
    return to baseline phase and task completion again increased to an aver-
    age of 92.3% (range: 89.7%–94.8%) when goal setting and feedback were
    implemented.

    In this study graphic feedback and goal setting were effective in increas-
    ing closing task completion for the store. Previous research in the field
    of organizational behavior management has recommended that researchers
    attempt to identify sources of variability to determine factors that may con-
    tribute to unplanned behavior changes (Fante, Gravina, & Austin, 2007;
    Pampino, Wilder, & Binder, 2005; Therrien, Wilder, Rodriguez, & Wine,
    2005). Therefore, it is important to note that during the first baseline phase,
    the district manager was conducting a store evaluation. The district manager’s
    presence during the first couple days of baseline might explain why the data
    in this phase appeared to be high, especially for the first observation day.

    Improving Closing Task Completion 81

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

    P
    e

    r
    c
    e

    n
    t
    a

    g
    e

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    C

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    p

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    t
    io

    n

    Observations

    Baseline Baseline

    Total

    Feedback

    Goal 1

    Goal 2

    Feedback

    FIGURE 1 Percentage of closing task completion for all departments across each condition.

    Furthermore, variability in the data could have been the result of
    the difference in the amount of experience the employees had on the
    job. Anecdotal data showed that the newer employees completed a lower
    percentage of closing tasks when compared to older more experienced
    employees. Other variables that might be responsible for the minor varia-
    tions in the data include the manager assigned to the closing shift during
    nights of observation. The researchers observed that the employees tended
    to complete a higher percentage of closing tasks when the manager helped
    the employees versus completing his own work in his office.

    Another possible variable that may have affected data collection might
    have been store activity. It was observed that during busy days (i.e., many
    customers and shift tasks) employees took longer to complete closing tasks
    and completed less. During slow days (i.e., few customers and shift tasks)
    employees took a shorter time to complete tasks and completed a higher
    percentage of them. Lastly, another factor that may have affected closing task
    completion might have been the presence of the researchers. The employees
    might have wanted to perform well, or improve on performance during the
    feedback and goal setting phase, not because of the feedback and goal
    setting, but simply because they knew a study was being conducted and
    they wanted to please the researchers.

    Because a number of variables may have affected the dependent vari-
    able a detailed functional or descriptive analysis would have been useful

    82 R. Fante et al.

    in determining which variables might have been responsible for affecting
    performance. The information gained from the results of such analyses may
    have resulted in the development of an alternative intervention. However,
    graphic feedback and goal setting were delivered together and therefore it is
    not possible to determine which component, or if the combined delivery of
    the components, was responsible for the results. Regardless, the intervention
    was simple cost effective solution that improved the overall organization and
    cleanliness of the drugstore and management expressed satisfaction with the
    results.

    REFERENCES

    Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of effectiveness
    of characteristics of performance feedback in organizational settings. Journal of
    Organizational Behavior Management, 21(1), 3–29.

    Anderson, D. C., Crowell, C. R., Doman, M., & Howard, G. S. (1988). Performance
    posting, goal setting, and activity-contingent praise as applied to a university
    hockey team. Journal of Applied Psychology, 73, 87.

    Austin, J., Weatherly, N. L., & Gravina, N. E. (2005). Using task clarification, graphic
    feedback, and verbal feedback to increase closing task completion in a privately
    owned resturant. Journal of Applied Behavior Anaylsis, 38, 117–120.

    Crowell, C. R., Anderson, D. C., Abel, D. M., & Sergio, J. P. (1988). Task clari-
    fication, performance feedback, and social praise: Procedures for improving
    the customer service of bank tellers. Journal of Applied Behavior Analysis, 21,
    65–71.

    Daniels, A. C. (1994). Bringing out the best in people. New York, NY: McGraw-Hill.
    Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and

    outcome feedback on the relation of goal setting to task performance. Academy
    of Management Journal, 33, 87–105.

    Fante, R., Gravina, N., & Austin, J. (2007). A brief pre-intervention analysis and
    demonstration of the effects of a behavioral safety package on postural behav-
    iors of pharmacy employees. Journal of Organizational Behavior Management,
    27(2), 15–25.

    Hawkins, A. M., Burgio, L. D., Lanford, A., & Engel, B. T. (1992). The effects of verbal
    and written supervisory feedback on staff compliance with assigned prompted
    voiding in a nursing home. Journal of Organizational Behavior Management,
    13(1), 137–150.

    Komaki, J., Barwick, D., & Scott, L. R. (1978). A behavioral approach to occupational
    safety: Pinpointing and reinforcing safe performance in a food manufacturing
    plant. Journal of Applied Psychology, 4, 434–445.

    LaFleur, T., & Hyten, C. (1995). Improving the quality of hotel banquet staff perfor-
    mance. Journal of Organizational Behavior Management, 15(1/2), 69–93.

    Loewy, S., & Bailey, J. (2007). The effects of graphic feedback, goal setting, and man-
    ager praise on customer service behaviors. Journal of Organizational Behavior
    Management, 27(3), 15–26.

    Improving Closing Task Completion 83

    Pampino, R. N., Jr., Wilder, D. A., & Binder, C. (2005). The use of functional assess-
    ment and frequency building procedures to increase product knowledge and
    data entry skills among foremen in a construction organization. Journal of
    Organizational Behavior Management, 25(2), 1–36.

    Petty, M. M., Singleton, B., & Connell, D. W. (1992). An experimental evaluation of
    an organization incentive plan in the electric utility industry. Journal of Applied
    Psychology, 77 , 427–436.

    Prue, D. M., & Fairbank, J. A. (1981). Performance feedback in organizational behav-
    ior management: A review. Journal of Organizational Behavior Management,
    3(1), 1–16.

    Rummler, G. A., & Brache, A. P. (1995). Improving performance: Managing the white
    space on the organizational chart. San Francisco, CA: Jossey-Bass.

    Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort
    Worth, TX: Harcourt Brace College.

    Sulzer-Azaroff, B. (1978). Behavioral ecology and accident prevention. Journal of
    Organizational Behavior Management, 2(1), 11–44.

    Therrien, K., Wilder, D. A., Rodriguez, M., & Wine, B. (2005). Preintervention anal-
    ysis and improvement of customer greeting in a restaurant. Journal of Applied
    Behavior Analysis, 38, 411–415.

    Welsh, D. H., Luthans, F., & Sommer, S. M. (1993). Organizational behavior modifi-
    cation goes to Russia: Replicating an experimental analysis across cultures and
    tasks. Journal of Organizational Behavior Management, 13(2), 15–35.

    – 1
    – 2

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