#1: Lack of Clarity
The first barrier is a lack of clarity about what engagement is. Some associate engagement with employee job satisfaction, morale, or even mere happiness. But it means much more than that. Engaged workers are satisfied with their jobs, motivated to do their best, satisfied with the work they do and the organization in which they do it, loyal to their organization, willing to say good things to others about their jobs and their organization, and proud of what they do and the organization in which they work.
#2: Cynicism
When management and employees are cynical about engagement, it can also be a barrier. Cynicism is pervasive in modern life. A cynical view is generally negative, espousing a view that individuals are always selfishly motivated and act in line with self-interested motives. Those who question engagement on these grounds may regard it as a management fad that seeks to get people to work harder for less money, security, and praise—generally less of everything. In short, a true cynic will not see engagement as a genuine effort, but rather as the latest management trick to get workers to work harder for no reason.
#3: Bureaucracy
Bureaucracy has the potential to be another barrier to engagement because, in bureaucratic organizations, rules and procedures must be followed regardless of how appropriate they may be to a situation. Control, not results, is prized above all. In these settings, workers may lose hope and grow alienated because they have to work hard to have their ideas heard or get approval to make common sense changes.
#4: Lack of Work-Life Balance
A fourth barrier to engagement is a lack of work-life balance. Some organizational leaders expect their workers to put their lives on hold, placing the organization first on all occasions. When economic conditions are poor, some managers—and other workers—feel obligated to work as many hours as possible to appear productive to their employers.
Their greatest fear is that if they don’t work extra hard, they may be the next victims of a downsizing. Under these conditions, it is impossible to be fully engaged because workers feel coerced, however subtly, to be on the job. But time on the job does not always correlate to productivity (or job security) because the value of time spent at work hinges on how it is spent.
#5: Poor Management Decisions
Capricious managers, who make decisions based on who asks rather than on facts, are the fifth barrier to engagement. They make decisions, but then change their minds quickly, and not always for obvious reasons. Workers faced with such managers feel disengaged because they do not feel heard—and do not believe their opinions are valued or supported.
What can be done to overcome these five barriers to employee engagement?
To overcome uncertainty among workers and managers about engagement, educate them. Give them whitepapers to describe what engagement is—and explain the solid business reasons for using it. You could also include discussions about engagement in meetings or in training programs and talk to managers and workers one-on-one about it.
To overcome management or employee cynicism about engagement, demonstrate why engagement is more than a management fad. Describe the successes and benefits of placing a consistent emphasis on building and sustaining engagement and present it as an essential element in good management practice. But, make sure to point out that anything can be a fad if nobody remains committed to it.
To overcome bureaucracy, find a workaround solution. Do not let an adherence to unthinking rules wear you out. Fight a guerilla war if need be—undermine the bureaucracy by pointing out every occasion when the rules do not make sense. Refuse to let it get you (or others) down.
To overcome the lack of work-life balance, point out that people cannot work until they drop. Bring workers, and decision-makers, back to reality by pointing out that there is more to life than work.
To overcome capricious management practice, confront managers who change their minds and refuse to let them off the hook until they explain their rationale. In short, don’t let them get away with it. Pointedly ask if decisions are swayed by who asked, rather than the merits of the situation or decision. Doing so once or twice will put otherwise capricious managers on notice that they will be confronted when they engage in biased decision-making.
See Bill Rothwell’s Talent Reviews & Succession Planning on-demand webinar on BPI now (member-only content)
Editor’s Note: This article is excerpted from Creating Engaged Employees (ATD Press, 2014).
Source: 5 Barriers to Employee Engagement
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PROFESSIONAL PRACTICE EXPERIENCE 6 401020 Assessment 2 Documentation and Care of the
PROFESSIONAL PRACTICE EXPERIENCE 6
401020
Assessment 2
Documentation and Care of the Deteriorating Patient
Assessment of the deteriorating patient
The identification of a deteriorating patient has been poorly managed within the healthcare setting. Usually there are discernible physiological changes which occur prior to adverse events such as cardiac arrest, unexpected admission to the ICU and unexpected death. As this is a stressful situation it is easy to omit essential strategies. Patients can deteriorate rapidly or over a period of several hours. Health professional often miss the signs of deterioration as they fail to systematically assess their patients.
A set of strategies was developed to identify and manage the deteriorating patient. The first step is to assess the patient using the ABCDE algorithm which is a systematic assessment known as the primary survey and can be used with all patients. The clinical signs of critical conditions are similar regardless of the underlying condition. The initial assessment and treatment are performed simultaneously and continuously. This would also include taking a full set of vital signs and comparing to previous readings. The patient is assessed in the following order
A: Airway
B: Breathing
C: Circulation
D: Disability (neurological function)
E: Exposure
The approach to all deteriorating or critically ill patients is the same. The underlying principles are:
Do a complete initial assessment and re-assess regularly.
Treat life-threatening problems before moving to the next part of the assessment.
Assess the effects of treatment.
Recognise when you will need extra help. Call for appropriate help early.
Use all members of the team. This enables interventions (e.g. assessment, attaching monitors, intravenous access), to be undertaken simultaneously.
Communicate effectively – use the Situation, Background, Assessment, Recommendation (SBAR).
The aim of the initial treatment is to keep the patient alive and achieve some clinical improvement. This will buy time for further treatment and making a diagnosis.
Remember – it can take a few minutes for treatments to work, so wait a short while before reassessing the patient after an intervention.
First steps
Ensure personal safety. Wear apron and gloves as appropriate.
First look at the patient in general to see if the patient appears unwell.
If the patient is awake, ask “How are you?”. If the patient appears unconscious or has collapsed, shake him and ask, “Are you alright?” If he responds normally he has a patent airway, is breathing and has brain perfusion. If he speaks only in short sentences, he may have breathing problems. Failure of the patient to respond is a clear marker of critical illness.
This first rapid ‘Look, Listen and Feel” of the patient should take about 30 s and will often indicate a patient is critically ill and there is a need for urgent help. Ask a colleague to ensure appropriate help is coming.
If the patient is unconscious, unresponsive, and is not breathing normally (occasional gasps are not normal) start CPR according to the resuscitation guidelines. If you are confident and trained to do so, feel for a pulse to determine if the patient has a respiratory arrest. If there are any doubts about the presence of a pulse start CPR.
Monitor the vital signs early. Attach a pulse oximeter, ECG monitor, and a non-invasive blood pressure monitor to all critically ill patients, as soon as possible.
Insert an intravenous cannula as soon as possible. Take bloods for investigation when inserting
Watch the video below on the ABCDE assessment practical skills (10 min video)
Please access the following link for an introduction to the primary survey
https://youtu.be/OuXANoZcZ_A
Once patients are stabilised a secondary survey needs to be conducted view the following
https://youtu.be/pQpEsDf6018
Activity 1: Assessment
How would you recognise an airway obstruction a patient is experiencing is partial or complete?
How would you assess a patient’s airway?
What are the causes of a compromised airway?
How do you recognize a deteriorating patient?
What are the essential actions to be undertaken in managing a deteriorating patient?
Communication
Clinical Handover
Clinical handover is an integral part of clinical communication. It needs to be structured and be appropriate for the clinical context in which the handover occurs. Clinical handover is the effective “transfer of professional responsibility and accountability for some or all aspects of care for a patient, or group of patients, to another person or professional group on a temporary or permanent basis”.
ISBAR is a tool to assist with structuring of the clinical handover and is able to be adapted to suit various clinical situations. The most important information needs to be delivered first and needs to include relevant detailed patient information.
Watch the following video regarding the clinical handover and answer the question below
Activity 2:
Compare the two handovers and outline how you would structure the handover.
Activity 3:
Complete the table below by using ISBAR outline the handover you would give to the RMO related to a deteriorating patient. A 76-year-old male has been admitted with pneumonia three days ago. He has been relatively stable until this am when you went check on him after receiving handover. The patient has become drowsy, his work of breathing has increased. His heart rate has increased from 65bpm to 100 bpm, his respiratory rate has increased from 14 – 22bpm, His saturation is now being maintained at 95% with oxygen via nasal 2L, the patient is now febrile at 38OC and his BP is now 90/60 from 110/60
Identification
Situation
Background
Assessment
Recommendation
Activity 4: Please answer the following questions.
What is the recommended format for a clinical handover?
Outline the steps of a clinical handover.
Documentation
Nursing documentation is essential for good clinical communication. Appropriate documentation provides an accurate reflection of nursing assessments, changes in clinical state, care provided and pertinent patient information to support the patient care team to deliver optimal patient care. It is also a legal requirement of nursing practice and demonstrates accountability for your actions and decisions. Please access the following PowerPoint on clinical documentation.
https://youtu.be/wG9RtOgcy-8
The primary tool for recording information relating to vital signs which assists with the identification of patients at risk is the “Between the Flags” observation chart. This chart was developed by the Australian Commission on Safety and Quality in Healthcare to support the identification of clinical deterioration and prompts actions in response to the observed physiological abnormalities.
The between the flags chart is divided into different zones which is standardized, provides specific calling criteria. The colour coded zones on the chart indicate when a patient is showing early and late signs of clinical deterioration. Vital signs out of the normal range will fall in either the yellow or red zones. The yellow zones represent early warning signs and the red zones represent late warning signs of clinical deterioration. Early identification and ithe early introduction of interventions can prevent patient deterioration.
https://lh3.googleusercontent.com/proxy/GgERS47X1Wnjw-n9f89YiNpYxwz-XNiuWc1biZcJn69EQCs8HDAuA08B27j06Kxscme3zSdUKknseByqwn39lq5Hy8w6FtFs9mc420T34g8hsefr6d4BtnmmAGz2UdCroNXE-n-KB28zWoh8-0g
When the patient’s signs fall in either the yellow (clinical review) or red Rapid response) zones or you are concerned about your patient activate the hospital’s clinical emergency response system. Any decision that is made to escalate or not escalate patient’s care should always be made in consultation with the nurse in charge.
The following need to be considered if a clinical review is required
What is usual for the patient?
Are there documented ALTERATIONS TO CALLING CRITERIA?
Does the trend in observations reflect deterioration?
Is there more than one Yellow Zone observation or additional criteria?
ARE YOU CONCERNED ABOUT YOUR PATIENT?
If the decision is made not to escalate care you need to implement the following
Initiate appropriate clinical care
Repeat and increase the frequency of observations as indicated by the patient’s condition.
The frequency should be above the minimum requirement of 8 hourly
Document relevant information including actions taken and the rationale for not escalating in the patient’s health care record.
If a Clinical Review is CALLED, you MUST: Initiate appropriate clinical care
Repeat your patient’s observations
Increase the frequency of observations as indicated by the patient’s condition
Document an A-G assessment, reason for escalation, treatment and outcome in the Health Care Record
Inform the RMO as soon as practicable
If you become more concerned or if the call is NOT attended within 30 minutes: Reassess your patient and escalate according to your local clinical emergency response system.
If the patient’s vital signs fall within the red zone, deterioration has not been reversed within ONE HOUR of a clinical review or you have serious concerns about your patient a rapid response is indicated.
MANDATORY escalation
If your patient has any RED Zone observations or additional criteria you MUST call for a rapid response
Initiate appropriate clinical care
Inform the NURSE IN CHARGE that you have called for a Rapid Response
Repeat and increase the frequency of observations
ALWAYS Remain with your patient
Document an A-G assessment, treatment, escalation process and outcome in the patient’s healthcare record
In form the RMO as soon as practicable
Activity 5: Answer the following questions:
Which criteria should nurse documentation fulfil?
The nurse recognises that incorrect spelling in the patient’s records results in the following:
What are the nurses legal and ethical obligations for the patient information obtained through examination, observation, conversation or treatment?
What are the basic rules of documentation?[supanova_question]
ASSIGNMENT 8 1. Using the Personal Style Inventory tool presented by the
ASSIGNMENT 8
1. Using the Personal Style Inventory tool presented by the module, what are your strengths and weaknesses as a salesperson?
2. Using your results from item 1, what types of sales jobs do you think you would be most suited to and what do you think you would be less suited to? (1 – 2 paragraphs)
3. Select four (4) random salespersons in your area. Have each one answer the Personal Style Inventory tool. Present an analysis and interpret the results of their answers. Give a brief description of each salesperson, their comments and reactions to your questions. Include their appearance and grooming
4. What type of personality characteristics do you think are needed to be a good salesperson? (Make a list using bullet points)
5. Write half a page on ‘human relations’ and why it is a salesperson’s greatest asset
6. Describe your experience/s at any retail outlet, giving the positive and negative side. (Write 1/2 a page)
7. Describe three to four (3-4) methods of improving your conversational ability
8. Research on the different marketing techniques. Then, list down the techniques you noticed in a supermarket, on tv, and the marketing technique used by ‘mail marketing’.
9. Buyers can be divided into three categories: thinking, feeling and intuitive. Give a short summary of each category.
10. Difficult buyers. Describe the three types and mention how you can overcome each one. (Write 1/2 a page)
11 Give a description on how you would sell an item through buyer “Motivation”. (Write 1/2 page)
12. Why do salespersons find it difficult to ‘close a sale’? Give some examples. (Write 1/2 page)
Other Detail
When you feel confident that you are ready to submit your assessment to: [email protected]
Should you require any tutorial assistance please write to: [email protected]
In the subject line always include: the assessment number, the course name and your student number.
Type all assignments in a clear and legible font[supanova_question]
Develop a 7-10 slide PowerPoint presentation that assesses the current state of
Writing Assignment Help Develop a 7-10 slide PowerPoint presentation that assesses the current state of a team or group, and develop strategies to initiate and facilitate group change.
Introduction
Successful implementation of organizational change is dependent in part on the success of people and teams working together effectively. For this assessment, you will develop a PowerPoint presentation for senior managers in the organization. In this presentation, you will assess the current state of a team or group and then develop strategies to initiate and facilitate group change.
Preparation
Use the University Library to locate at least one resource that deals with helping teams or groups to change. [ATTACHED-RESOURCE FOR A4]
Scenario
In Assessment 3 you wrote a memo [ATTACHED-A3FORA4] that maps out how your recommended changes will impact other roles within the organization and how to manage potential points of resistance to change. After your supervisor’s boss championed your recommendations in a series of meetings with other upper management, they have requested that you attend an upcoming meeting to present on strategies for approaching change within small groups and teams that may be impacted by your change recommendations. How can a selected group or team be made more effective and ready to respond to the implementation of your ideas for organizational change? What models of group effectiveness might provide a solid framework for this important preparatory work?
Your Role
Imagine that you work in any organization you choose in any position you like. For the sake of simplicity, you may choose to imagine your present position at a company where you already work. You may use the same organization(s) you chose for Assessments 2 and 3. Whatever your other responsibilities, you are now also tasked with providing change leadership within the organization.
Requirements
Select a team or group that is in need of change in your selected organization. Then complete the following in a PowerPoint presentation (with speaker’s notes) for senior managers in the organization:
Explain a model of group effectiveness in relation to the selected team or group.
Assess the current state of the team or group using the team effectiveness model you have selected.
Develop a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Describe specific practical and actionable activities for improving the team.
Your presentation should be developed to support a central idea, with correct grammar, usage, and mechanics as expected of a business professional.
Deliverable Format
Your supervisor’s boss requests that you keep your presentation to 7–10 slides. He has also asked that you include one strong academic reference to give your ideas research-based context and support, but keep it to just one—there is no need for a long references list in a quick presentation such as this. Since you are preparing your presentation for upper management and other interested stakeholders, you want this PowerPoint to be well organized and readable.
References: Support your analysis with one academic resource from the University Library.
Length: Include 7–10 PowerPoint slides (with speaker’s notes), in addition to a references slide.
Written communication: Demonstrate graduate-level writing skills through accurate communication of thoughts that convey the overall goals of the presentation and do not detract from the message.
Correctness: Use correct grammar, usage, and mechanics as expected of a business professional.
APA Style: You must use proper APA style for in-text citations and to list of references.
Evaluation
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:
Competency 1: Assess the complex and dynamic nature of organizational change.
Assess the current state of the team or group using the selected model of group effectiveness.
Competency 2: Analyze ways in which leaders and managers can effectively initiate, shape, and support organizational change.
Explain a model of group effectiveness in relation to the selected team or group.
Develop a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Competency 3: Analyze the processes of change in people, groups, and organizations.
Describe specific practical and actionable activities for improving the team.
Competency 5: Communicate effectively in a professional manner.
Communicate in a manner that is scholarly, professional, and consistent with expectations for business professionals.
Faculty will use the scoring guide to review your deliverable as if he or she were your immediate supervisor. Review the scoring guide prior to developing and submitting your assessment.
Please be advised that assessment 3 [A3] has not been graded yet but it could be used for help in understanding this assessment.
The Role of Teams in Organizational Change Scoring Guide
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain a model of group effectiveness in relation to the selected team or group.
Does not identify a model of group effectiveness in relation to the selected team or group.
Identifies but does not explain a model of group effectiveness in relation to the selected team or group.
Explain a model of group effectiveness in relation to the selected team or group.
Explains a model of group effectiveness in relation to the selected team or group and identifies key points.
Assess the current state of the team or group using the selected model of group effectiveness.
Does not identify the current state of the team or group using the selected model of group effectiveness.
Identifies but does not describe the current state of the team or group using the selected model of group effectiveness.
Assesses the current state of the team or group using the selected model of group effectiveness.
Assesses the current state of the team or group using the selected model of group effectiveness and supports the assessment with organization examples.
Develop a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Does not develop a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Identifies but does not fully develop a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Develops a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team.
Develops a strategy for helping the selected team or group become more effective by strengthening aspects of their performance as a change team and summarizes anticipated outcomes.
Describe specific practical and actionable activities for improving the team.
Does not describe specific practical and actionable activities for improving the team.
Identifies practical and actionable activities for improving the team.
Describes specific practical and actionable activities for improving the team.
Describes specific practical and actionable activities for improving the team, using supporting literature.
Communicate in a manner that is scholarly, professional, and consistent with expectations for business professionals.
Does not communicate in a manner that is professional and consistent with expectations for members of the business professions.
Communicates in a manner that is usually professional and consistent with expectations for members of the business professions but may include some distracting errors in grammar, usage, or mechanics.
Communicates in a manner that is professional and consistent with expectations for members of the business professions.
Communicates without error in a manner that is professional and consistent with expectations for members of the business professions. [supanova_question]
Any topic (writer’s choice)
The information provided was too vague to satisfy the minimum submission guidelines. Once, the world seemed smaller, with businesses having scope within their national supply chains. Now, business leaders need to consider the concept of glocalization, a hybrid word of global and local, they need to “think globally and act locally.” It is important within the context of business, that supply chain management (SCM) supports operations management (OM) efforts.In the modern world, there really only is the global supply chain, however it can be considered from both general theoretical and applied practical perspectives.DirectionsIn this assessment, you will compose and informative essay in which you specifically address the parts listed below.Part 1: Examine the supply chain management and global supply chain concepts supportive of operations management efforts. They are as follows:SCM TheorySelect a part of general SCM Theory to examine more closely. Conduct online research to support your writing with credible sources. In particular, demonstrate your knowledge of how supply chain management supports operations management efforts.Global SCM PracticeSelect a part of the application of Global SCM practice to examine more closely. Conduct online research to support your writing with credible sources. In particular, demonstrate your knowledge of how global supply chain management supports operations management efforts.Part 2: Close your paper with the following observations from your research:The importance of professional interaction, communication, and presentation skills within the operations management and SCM environments.Ensure each topic is covered to appropriate breadth and depth demonstrating knowledge of the module concept.Minimum Submission RequirementsThis assessment should be a Microsoft Word® (minimum 750 words) document, in addition to the title and reference pages.In addition to the current APA style title page and reference page; ensure your paper covers the assigned topics, with a focus on quality. The following items provide additional guidance as to writing expectations.Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions. Your paper should be highly organized, logical, and focused.Your paper must be written in Standard English; demonstrating exceptional content, organization, style, grammar, and mechanics.Your paper should provide a clearly established sustained viewpoint and purpose.Your writing should be well ordered, logical, and unified, as well as original and insightful.Ensure your paper uses current APA 6th style for content, with properly indented paragraphs, and a minimum of 3-full pages (minimum 750 words) covering the assigned topics to appropriate depth.A separate page at the end of your paper should contain a list of references, in current APA stylet. Use your textbook, the Library, and the internet for credible research.Ensure you have at a minimum three quality references supporting your work: defining words, or using dictionaries, wikis, or encyclopedias, does not count as a quality reference, or meet university standards for credible online research.Be sure to include references for all sources and to cite them using in-text citations where appropriate. Your sources and content should follow current APA citation style. Review the writing resources for APA formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.Your submission should:include a title page;be double-spaced;be typed in Times New Roman, 12 -point font; andbe free of spelling or punctuation errors.[supanova_question]
Any topic (writer’s choice)
The information provided was too vague to satisfy the minimum submission guidelines. Once, the world seemed smaller, with businesses having scope within their national supply chains. Now, business leaders need to consider the concept of glocalization, a hybrid word of global and local, they need to “think globally and act locally.” It is important within the context of business, that supply chain management (SCM) supports operations management (OM) efforts.In the modern world, there really only is the global supply chain, however it can be considered from both general theoretical and applied practical perspectives.DirectionsIn this assessment, you will compose and informative essay in which you specifically address the parts listed below.Part 1: Examine the supply chain management and global supply chain concepts supportive of operations management efforts. They are as follows:SCM TheorySelect a part of general SCM Theory to examine more closely. Conduct online research to support your writing with credible sources. In particular, demonstrate your knowledge of how supply chain management supports operations management efforts.Global SCM PracticeSelect a part of the application of Global SCM practice to examine more closely. Conduct online research to support your writing with credible sources. In particular, demonstrate your knowledge of how global supply chain management supports operations management efforts.Part 2: Close your paper with the following observations from your research:The importance of professional interaction, communication, and presentation skills within the operations management and SCM environments.Ensure each topic is covered to appropriate breadth and depth demonstrating knowledge of the module concept.Minimum Submission RequirementsThis assessment should be a Microsoft Word® (minimum 750 words) document, in addition to the title and reference pages.In addition to the current APA style title page and reference page; ensure your paper covers the assigned topics, with a focus on quality. The following items provide additional guidance as to writing expectations.Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions. Your paper should be highly organized, logical, and focused.Your paper must be written in Standard English; demonstrating exceptional content, organization, style, grammar, and mechanics.Your paper should provide a clearly established sustained viewpoint and purpose.Your writing should be well ordered, logical, and unified, as well as original and insightful.Ensure your paper uses current APA 6th style for content, with properly indented paragraphs, and a minimum of 3-full pages (minimum 750 words) covering the assigned topics to appropriate depth.A separate page at the end of your paper should contain a list of references, in current APA stylet. Use your textbook, the Library, and the internet for credible research.Ensure you have at a minimum three quality references supporting your work: defining words, or using dictionaries, wikis, or encyclopedias, does not count as a quality reference, or meet university standards for credible online research.Be sure to include references for all sources and to cite them using in-text citations where appropriate. Your sources and content should follow current APA citation style. Review the writing resources for APA formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.Your submission should:include a title page;be double-spaced;be typed in Times New Roman, 12 -point font; andbe free of spelling or punctuation errors.[supanova_question]