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How does this position contribute to the organization’s overall success? What unique contributions will the successful candidate make to the team? What subtle challenges confront a person in this role? What unique capabilities does the candidate need to succeed?

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Realistic Job Previews

By Jesse Sostrin March 28, 2014

Opinions expressed by Entrepreneur contributors are their own.

As organizations struggle to fill vital roles with qualified candidates, some of the greatest frustrations experienced by managers come from failed recruitments. Whether your organization has 10 or 10,000 members, the ability to select the right candidate is a game changer in the war for talent and the quest to reduce personnel costs.

A proven way to avoid costly turnover from failed hires is to offer qualified candidates a realistic job preview.

Such a preview can reveal pivotal aspects of a job and test whether prospective candidates are likely to succeed. Gaining this accurate perspective on the job’s true demands provides the best chance for both sides to determine fit before a commitment is made. While there will always be the risk of a mismatch in hiring, a preview offers some safeguard against the guesswork that often pervades this critical decision. Here are three strategies for implementing previews to reduce the incidence of bad hiring decisions.

Go beyond the job description. Once the recruitment and selection phase has ended and the employment relationship is solidified, only then do most people discover the true demands of a new job through a process of trial and error. Coming to terms with these brutal facts can derail a new employee’s success if the reality severely contradicts their expectations.

This occurs in part because of the double reality of work: All the tasks and activities listed in a standard job description tell only part of the story about what it takes to succeed. On the other hand, there is always the “job within the job.” That’s made up of those hidden components like effectively collaborating with difficult people, navigating confusing workplace politics and getting great work done amid shrinking resources and increasing demands.

While it may be true that this double reality of work is unavoidable at some level, a realistic job preview can reduce the surprise factor and help avoid the painful blind-side effect of a severe mismatch. Start by going beyond the job description and analyze a position with core questions to reveal deeper details, such as these:

  1. How does this position contribute to the organization’s overall success?
  2. What unique contributions will the successful candidate make to the team?
  3. What subtle challenges confront a person in this role?
  4. What unique capabilities does the candidate need to succeed?

The goal of questions like these is to spark a different kind of conversation, one that exposes the known complexities of the position and limits the remaining pockets of ambiguity to those unavoidable circumstances that can only be tested on the job.

Design the interview accordingly. The interview experience is the next focused arena for providing a realistic job preview. This can be accomplished, however, only if the interview is structured in a way to increase transparency, reveal concrete expectations and provide insight into the cultural factors the new employee will encounter within the organization. Each position is different, so the following options can be combined so provide an environment for painting a clear and compelling picture of the job:

  1. Biographical interview: Focus on a chronological assessment of a candidate’s past experiences.
  2. Behavioral interview: Seek specific examples of how he or she has performed certain tasks.
  3. Unstructured interview: Stage an improvisational discussion that includes unscripted questions.
  4. Stress interview: Do scenario testing that creates anxiety so you can how see how candidate responds.

In addition to using formal interview processes, other vehicles can help both sides arrive at a realistic preview. Employers can request work samples or offer trial experiences to assess performance. Organizations can produce interactive videos that illustrate basic expectations and day-in-the-life scenarios. And candidates can spend time on-site shadowing workers or attending question-and-answer sessions with current employees.

Provide an “out” to confirm commitment. Job previews can provide an “out” for both the candidate and employer; they weed out the ill-equipped and disinterested and focus qualified candidates on the true criteria for success. While it may seem counterintuitive, this escape mechanism can intensify legitimate commitments from those truly fit for the opportunity.

Although a comprehensive evaluation of the employment relationship is better for both parties, pressures faced by employers and potential employees may deter them from taking advantage of realistic job previews. For job seekers, the desire to be employed is often strong enough to force lingering doubts aside. If so, candidates might roll the dice and accept an offer — even if it’s based on limited information, a superficial job description and filtered details about the organization’s culture — and lack the patience to test for a careful match.

A company may feel compelled to produce glossy materials portraying the organization in the most positive light. Yet ultimately it would be more effective for managers to move past the veneer and present a fuller picture of the firm’s past success, as well as its goals for future growth and improvement. This candor ideally would lead them to providing useful details about the chemistry of the team, managers’ decision-making habits and the relative pressures and the challenges and opportunities that could affect the position.

While it may take time and energy to shift to a “warts-and-all” approach to recruitment and candidate selection, prospective employees will gain a deeper sense of commitment as a result. This will lead to solid hiring choices that improve retention and reduce costly failed hires.

Develop a tri-fold brochure about the influence of leadership in the development of quality capacity. Focus on what leaders do to enhance the development of quality and sustaining capacity.

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OLB-7002 Week 5

Develop a tri-fold brochure about the influence of leadership in the development of quality capacity. Your brochure will also focus on what leaders do to enhance the development of quality and sustaining capacity. Search the peer-reviewed databases for current studies of how leadership style relates to growing and sustaining quality capacity. You will develop the brochure for upper management.

Design a tri-fold brochure that includes the following:

A discussion to illustrate the relationship between the leadership style of a leader, such as transformational leadership, and the growth and sustainability of an organization’s capacity.

A description that explains how and why leadership style provides influence upon capacity.

Examples of how leaders can enhance the development of quality and sustaining capacity.

Length: 1 tri-fold brochure

References: Include a minimum of 6 scholarly resources.

The completed brochure should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic.

Briefly explain the Engel (1977) Biopsychosocial Model which you will use for your assessment. Identify a patient’s need (health problem) and assess it holistically from the biological, psychological and social aspects.

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The science of decision making

For this assessment you will need to select a patient/ service user from a recent placement. Identify one need experienced by the patient/service user and explore the impact this will have using the Biopsychosocial Model. You will need to include a critique of the care given related to this need using evidence to support your views. This needs to focus on the decisions made by the care team, including any reasoning for interventions and treatment. From the evidence used, you need to offer recommendations for how this care could be enhanced or improved to ensure patient centred care.

 Module Learning Outcomes:

Learning Outcome 5.

Critique the care, intervention and treatment plan of a given patient across the lifespan with appropriate explanation.

Assignment Guidelines: Case study structure

  1. Introduction (150 words).

Start with a brief introduction of your chosen patient using approximately 30 – 50 words. You will need to provide more information of the patient in the appendix. Present your introduction and ensure it answers these 3 questions:

  1. What? The introduction needs to clearly explain what this case study is about. This section needs to explain in your own words what is required in the assignment brief given above.
  2. How? The second part of the introduction need to outline how this case study is structured. You need to summarise the details given in the body.
  3. Why? An introduction needs to articulate why critiquing and evaluation of care is of significance to care delivery.
  4. Body (1200 words)
  1. Briefly explain the Engel (1977) Biopsychosocial Model which you will use for your assessment.

 

  1. Identify a patient’s need (health problem) and assess it holistically from the biological, psychological and social aspects. Critique the care for that need based on whether it meets all the biopsychosocial needs which arise from that need, whether it is supported by evidence or not and then, recommend a better care plan. (For example, how would the stoma affect the patient’s physical/psychological status/quality of life or how would patient with schizophrenia cope with one of their symptoms). You will need to support your critique and reasoning with evidence-based practice.

 

  1. From your critique, identify the recommendations that would be appropriate to introduce to the patient’s care plan, based on the latest evidence-based research / practice.

 

 

  1. Conclusion (150 words)

Summary: Put a short concluding statement of approximately 50 words then summarise the key learning points that have emerged from your critique.

 

  1. References

Appropriate referencing is an important element of academic writing.

 

  1. Appendices

In a table, you will give more information on your patient/service user with the following information:

  • Presenting complaint /symptoms
  • Past medical history
  • Medication
  • Intervention/Treatment
  • The implemented care plan for the patient for the identified problem.

Do ensure that all information identifying the patient and the Trust/ Service provider are anonymised.

Identify whether there are socioeconomic issues involved, specifically regarding access to the technology. Present 2 opposing sides regarding this technology and the different perceptions about the effects it may have on behavior. How are these perspectives presented?

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Virtual reality

Virtual reality has become more prevalent and available for gamers and for online activities. The youth of today enjoy the realistic aspect of virtual reality, and other forms of wearable technology influence children and teens.

Select a current event that represents how wearable, media-based smart technology affects child and teen behavior. CURRENT EVENT: NOTE: VIRTUAL REALITY GAMES

Create a 3- slide PowerPoint presentation and complete the following instructions:

Identify whether there are socioeconomic issues involved, specifically regarding access to the technology.

Present 2 opposing sides regarding this technology and the different perceptions about the effects it may have on behavior. How are these perspectives presented?

NOTE: Discuss your Learning Team’s suggested changes that would need to occur in media to address this situation.

Include speaker notes.

Identify a nursing leader you have known or one from historical sources and demonstrate how the leader exemplified leadership concepts.

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Nursing leader

Identify a nursing leader you have known or one from historical sources (see chart below) and demonstrate how the leader exemplified ONE of the following leadership concepts:
a. Overall leadership style
b. Approach to chang
c. Clinical knowledge/competence
d. Objectivity and ability to manage data
e. Ability to affect outcomes of patient safety and staff satisfaction
f. Motivation of staff
g. Conflict resolution

The paper must adhere to APA format, style, and citations. Paper must include a title page and references page, should be between 3-4 pages (not including the title page and references page) Minimum references five from leadership and management peer-reviewed journals. The scholarly articles provide the foundation for the exploration of the concepts in your paper. If late, you may have 10 points deducted from the total grade for each week, the assignment is late.

Historical Nurse Leaders
Nurse Leader Nurse Leader Nurse Leader Nurse Leader
Florence Nightingale Mary Eliza Mahoney Clara Barton Mabel Keaton Staupers
Virginia Henderson Mildred Montag Anna Caroline Maxwell Linda Richards
Martha Rodgers Beverly Malone Dorothea Lynde Dix Claire Bertschinger
Lillian Wald Tim Porter-O’Grady Ellen Dougherty Edward L. T. Lyon
Patricia Benner Mary Breckinridge Carmen Alvarez, PhD,
CRNP, CNM, FAAN;
Kipiri Ackerman-Barger

What should be done to arrive at an acceptable budget amount? Describe the steps necessary to ensure an acceptable budget amount is present.

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Project Management

Often, the sum of the initial estimated costs is greater than the amount of funds budgeted by the sponsor. What should be done to arrive at an acceptable budget amount? Describe the steps necessary to ensure an acceptable budget amount is present.

Discuss whether Raymond James Bank can be a peer comparable to BankUnited. Compare the results of Raymond James Bank with those of BankUnited. Discuss the implications of the peer bank analysis for BankUnited.

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Commercial Banking Assignment 1

DuPont analysis is an analytical tool created for evaluating a firm’s internal efficiency with regard to its performance and financial condition. We have already conducted the analysis for BankUnited. To better understand the adequacy of the level of its (in)efficiencies, we should implement a peer group comparison.

For simplicity, we picked one bank, Raymond James Bank as its peer.

1. Discuss whether Raymond James Bank can be a peer comparable to BankUnited.

2. Conduct a DuPont analysis for Raymond James Bank.

3. Compare the results of Raymond James Bank with those of BankUnited.

4. Discuss the implications of the peer bank analysis for BankUnited.

What is your own reaction to the new modernist art of 1913? How did people in 191 react to these new modernist expressions? Can you understand their reactions? In other words, put yourself into the viewpoint of people 100 years ago looking at these new dances, costumes, music, and art.

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Week 2

Background: Why is the World War I Era closely connected to innovations in the arts?
At the end of the 19th century and the early 20th century (1890-1914), many art forms began to change — significantly. All human creations are an important way to study history. We are accustomed to thinking about history as politics, war, maybe some economics thrown in. But how humans created beauty and expressed their emotions is an equally important historical subject.

We have a human need to find what is beautiful and what is true. That is the definition of “aesthetics” and early last century, definitions of aesthetics were in transition. The 20th century was also a very violent era including global wars and genocides. The arts found a way to to give voice to those emotional truths of violence and anguish, but also to find beuaty in them. This was not the first time in history when art expressed some profound shifts in human perception (the Renaissance of the 1400s with Italian humanism comes to mind).

As the early 20th century edged closer to war in 1914, artists found new ways to express the outlook and emotions of their era. Sometimes the term “modernism” is used to describe this early 20th century view. Its arts often defied traditions. It embraced experimentation with new subjects, forms, and formats. Many critics asked “why is that beautiful” or even “is that even art?”. But the artists felt that “speaking their truth” was the essence of their beauty. After all, what is more “beautiful” than someone’s truth?
Modernism, or any artistic expression that breaks tradition or is “ahead of its time”, can be called “avant-garde”. For more on definitions of “aesthetic expressions” of the era, see the Powerpoint below entitled “What are aesthetic expressions?”

video link: https://www.youtube.com/watch?v=jF1OQkHybEQ

This video illustrates the topic of the readings 2-4 in the “1913 Readings” packet. What aspects of the choreograph and costumes offered a new view of aesthetics in ballet? What was innovative about the music? What was occurring in 1913 that might influence Stravinsky, Diaghilev, and Nijinsky to produce such an “oppositional” piece of art? Why did Paris audiences riot against it? What emotions does the dance. the music, and the costuming evoke?
Source: Rite of Spring, Joffrey Ballet 1987, YouTube

A sample of a more traditional ballet from Igor Stravinsky just prior to Rite of Spring.

Write a page about World War I Era and its new modern aesthetics. efer to 1913 Readings, the ballet Rite of Spring, and the 1913 Armory Show.
1. What is your own reaction to the new modernist art of 1913?
2. How did people in 191 react to these new modernist expressions? Can you understand their reactions? In other words, put yourself into the viewpoint of people 100 years ago looking at these new dances, costumes, music, and art.

Who are the people in your community most affected by this issue? Who in the community is in the best position to bring about a change? What challenges have kept them from solving this problem already?

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In this unit’s assignment, you will develop ideas to support the persuasive thesis statement you worked on in the Units 3 and 4 Discussion Boards. This thesis statement advocates a solution to a problem in your community, and you will consider the various stakeholders, common ground you share with your audience, possible rival hypotheses, and ways you can use the logical appeals of logos, ethos, and pathos to convince your audience that your proposal should be implemented.
You will complete a chart for this assignment. Download the file, save it with a name like LastNameCM220Unit 4 Assignment, and fill in the chart.

In Part I, you will revise the provisional thesis statement that you generated in the previous unit’s discussion and identify the underlying assumption. What is the common ground you believe you share with your audience?

Make sure the thesis is concise (1–2 sentences) and clearly expresses a persuasive argument that offers a solution to a problem in your community. Use the enthymeme format (claim + reason/s).

In Part II, describe your purpose (what is the problem you want to solve and how do you plan to solve it?), audience (key stakeholders), and setting. You will provide details about whom you need to convince to bring about change and explain the community you are writing about.

Finally, in Part III, you will evaluate your argument based on the three rhetorical appeals (ethos, pathos, and logos). For Part III, be sure to use complete sentences and offer specific examples. Aim for 5–7 sentences per section.

You will want to discuss rival hypotheses and how you plan to address them, research you will need to conduct to support your claims, and strategies you can use to connect with your audience. Be sure to discuss at least one source you can use to support claims and to identify a specific logical fallacy your argument could be susceptible to and how to avoid that fallacy.

In this week’s readings and learning activities, you focused on choosing a topic, narrowing it down, and crafting a thesis statement. For this week’s discussion, respond to the following questions in at least two well-developed paragraphs:

unit 3 discussion board

Tell the class about a community problem that you have some knowledge of and would like to try and improve. Who are the people in your community most affected by this issue (key stakeholders)? Who in the community is in the best position to bring about a change? What challenges have kept them from solving this problem already?
Share your preliminary thesis statement. Use the brainstorming chart below to help you develop your thesis.
In your thesis, be sure to identify your target audience, a concrete action the audience can take to solve the problem [solution], and a reason for action [problem/benefit].

Example: The San Antonio School District [target audience] should provide every high school student with an electronic tablet [solution] because this will encourage more learning outside of the classroom, increase mastery of skills, and increase college acceptance rates [benefit].

Do not worry about getting your thesis perfect this week. At this stage, your thesis is more of a hypothesis that needs to be tested and refined as you dig further into the problem you will attempt to solve.
Finally, wrap your post up with an open-ended question.
Identify the community problem you wish to address.

Write a research question that could help you to understand the problem.

Who is your target audience?

What is the action that could solve the problem?

What are the reasons that this solution is needed?

Create an enthymeme with a claim (what should be done) + Because + the reason(s) this should be done.

For an extra challenge in your peer feedback this week, try to determine the underlying assumption of your classmate’s thesis by using what you learned from the “Enthymeme section” of the Logical Argument Tutorial and then tell the class if you agree with the assumption or if you have some concerns with it. Those concerns can help your peers fine-tune the thesis statement.

Hint: To determine the assumption (major premise), you can replace the “action” in the solution part of the thesis with “something” and the word “because” with “if.” The minor premise is the problem statement.

Example: The San Antonio School District should provide every high school student with an electronic tablet because this will encourage more learning outside of the classroom, increase mastery of skills, and increase college acceptance rates.

Major Premise: The San Antonio School District should do something if it encourages more learning outside of the classroom, increases mastery of skills, and increases college acceptance rates.

Minor Premise: Tablets encourage learning outside of the classroom, increase mastery of skills, and increase college acceptance rates.