CSU Global Application of a Balanced Scorecard and Evaluating Course Concepts

Business Finance

Introduction (1-2 paragraphs)

Provide an overview of your paper.

Module-by-Module Analysis (3-4 pages)
Share your decision logic and what supported the decisions you made in the Capsim experience, as well as the learnings you gained from it.

Balanced Scorecard (3-4 pages)
Kaplan and Norton created the Balanced Scorecard model to serve as a dashboard for reporting a combination of financial and non-financial metrics for organizations. Executives, managers, and employees alike benefit from an understanding of what is important to the organization, what performance levels are expected, and how they are performing.

Your Capsim competition rounds used a dashboard to report selected performance metrics to your team. This allowed you to know where you were in relation to your goals and what levers of control you might want to adjust to continue making progress.

Read the article, A Balanced Scorecard Hall of Fame Profile: U.S. Army (from your Module 8 required readings). Create a Portfolio Project that:

  • Applies an assessment of the five principles of a Strategy-Focused Organization to your Capsim experience.
  • Provides recommendations for further improvement in team performance.

Career Learnings (1-2 pages)
Discuss how you can take your Capsim and course experiences forward into your career.

Conclusion (1-2 paragraphs)
Provide a brief closing to your paper.

  • Your paper should be 8-10 pages in length, excluding the title and references pages.
  • Include a minimum of eight references to support your Portfolio Project, including four academic sources.
  • Be sure your paper adheres to the CSU-Global Guide to Writing & APA. The CSU-Global library is a good place to find sources. (You might find it helpful to start with the course’s recommended readings.)

Be sure to check out the CSU-Global Online Research and Writing Lab. Here you can find:

  • Writing considerations and tips
  • Writing resources
  • Sample papers
  • An APA Template for writing assignments

Ashford Business Week 4 Assignment Determination of Performance

Business Finance

Week 4 – Assignment

Determination of Performance

[CLOs: 1, 2, 3]

Performance management systems typically include the measurement of how work is done and the results of an individual’s efforts. When an employee does not have the knowledge or ability to do the job, then reward and feedback alone will not positively change performance outcomes. If the employee has the knowledge and ability, but is simply not motivated, then training and ongoing feedback will also be ineffective. Prior to beginning this assignment read Chapter 4 of the course text and the 8 Common Causes of Workplace Demotivation (Links to an external site.)Links to an external site. article.

Case Scenario:

Lizzy and Noelle are both sales associates in the cosmetics department of a large high-end retail store in Bloomington, Minnesota. Four years ago, a new training program was implemented for all new sales associates, which included detailed product information, customer service, upselling strategies, and role-playing with tailored feedback. Lizzy and Noelle have been working there for three and five years, respectively, and although Lizzy received this training and Noelle did not, their sales figures have always been very similar and very average.

Noelle has a clear conceptual understanding of the company’s vision and is excellent with the customers; she always has a positive attitude, is eager to attend to them, and has an intuitive sense of the customers’ needs. Most of her customer reviews have been positive and commented on her pleasant disposition and contagious laughter. However, a few mentioned that she was constantly running off to print descriptions of the products or to talk to other sales associates, and that this caused interruptions in the customers’ shopping experience. Although she gets along with nearly all the employees, there have been a few complaints that her excessive socializing makes her late for shifts and meetings.

Lizzy is more reserved than Noelle; she is less engaging with the customers and allows them to shop without bombarding them with too much information. When she notices that they are showing particular interest in a product she approaches and offers to answer any questions they may have. Lizzy seems to know every detail of every product. All of the salespeople depend on her to answer the toughest questions. Her communication style is very concise and matter of fact—no more and no less. Most people find it hard to tell if she is annoyed by all the questions people ask. Lizzy is punctual with everything, including leaving at precisely the time her shift ends. This often leads her to handing over valuable sales to colleagues which they appreciate.

Based on the scenario:

  • Analyze the three determinants of performance (i.e., declarative knowledge, procedural knowledge, and motivation) for both Noelle and Lizzy, using specific examples provided in the scenario.
  • Evaluate the causes of poor performance for both employees.
  • Recommend solutions to enhance Noelle and Lizzy’s performance.
  • Evaluate the responsibilities of the human resource department and those of the manager related to employee performance as presented in the scenario.

The Determinants of Performance paper

  • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly and/or credible sources, in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Ashworth Asnmt 8 Guidance & Discipline Strategies For Young Children

Writing

[08] Assignment 8 Assignment

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.

Let’s say you have been reflecting on your first few weeks as a preschool teacher. You often find yourself asking yourself things like, “Is this child just grumpy, or is there something more going on?” “Why aren’t the children cooperating?” “How can I manage this negative behavior that is occurring? Is there something more I can do?” With that in mind, consider the scenarios in Part A and Part B.

Part A

Three-year-old Tommy is crying and upset because he can’t draw a truck like Sam’s.

For this scenario

  • Determine the cause of the behavior. Provide one (1) supporting fact to justify your answer, citing your source.
  • Develop a guidance approach that you might use to address the cause of the behavior. Provide one (1) supporting fact to justify your approach, citing your source.

Part B

The block area is a popular area within the classroom. By the time clean-up arrives, nearly every block is on the floor. As clean-up is announced, children move to other areas, refusing to assist in clean-up of blocks.

For this scenario, describe

  • two (2) possible causes
  • two (2) possible guidance strategies. Justify your strategies.

Welcome to Lesson 8. Congratulations! This is your final lesson in this course. Throughout the lessons, you have learned some valuable information to help you discipline children correctly and encourage good behavior. This final lesson simply guides you through putting it all together.

During your last reading, Chapter 15, make sure to pay close attention to the parts about how to calm yourself down before you discipline and how to take time to plan discipline. You cannot be effective if you are angry when you give a consequence for misbehavior. If you discipline while angry, chances are high you will feel guilty afterwards, because rather than thinking through the discipline, you reacted out of anger. Doing this runs the risk of damaging a child’s growth in self-esteem, self- discipline, or moral autonomy. Here’s a great example of that in a For Better or Worse (2003) comic strip by Lynn Johnston:

Plan Your Discipline Strategies

Children need adults—even as “amateur” as we may be as teachers or parents—to guide them into learning appropriate behaviors. Even though this may mean you dole out a punishment or consequence for misbehavior, it should be well thought out and given without anger. It is okay for the child to know you are angry, but let the child know you will calm down and decide what to do when you have thought things through. This is where planning a discipline strategy is important. You can rest assured that children around you will ALWAYS exhibit certain behaviors, such as hitting, backtalking, temper tantrums, etc. Being consistent is the key to any discipline program, and having a plan helps you be consistent. It’s important to take into consideration that time may not always be on your side. If there is an emergency, for instance, you would have to act quickly and decisively. Once the emergency is over, you would then be able to analyze the best way to resolve a discipline problem.

It is important to remember that over the course of your career you will teach many children who do not have positive adult role models at home. They may only know how to get their needs met or the attention they desire by yelling, throwing fits, or even by using physical violence. It will be your job to teach them appropriate ways to get their needs met and get attention. With patience and loving discipline, you can help them become positive, contributing members of their class and, eventually, of society.

Graphic Organizers

There are several valuable charts in Chapter 15 that display useful information. Figure 15-1, Matching Problem Causes to Solutions, is a straightforward look at how causes and solutions match up. It is also designed to be a “forced-choice” tool, used from top to bottom, following the arrows. It starts with causes requiring the least intrusive interventions and moves on to more intrusive approaches and more serious interventions. You should always start with the questions at the top of the chart as you analyze children’s behavior to discover the causes.

In Figure 15-2 of your textbook, Complexity of Cause Analysis Model, we look at problem causes in a slightly different way. This model is important for remembering that multiple causes may be interacting to create problem behavior. This model shows clearly the complexity of the origins of behaviors. This chart needs to be used in partnership with the previous one since this one does not include a match-with-guidance approaches. When we discover there are several causes of a behavior, we need to use several guidance approaches—one for each cause.

Figure 15-3 in your textbook, Whose Problem Is It?, helps you think about the issue of separating those problems that belong to the child from those that belong to you, the adult. It is an extension of the discussion in Chapter 7 about appropriate uses of “I messages” versus reflective listening. This chart offers another way to look at which guidance approaches are appropriate for which causes. It helps counteract the common tendency to choose one favorite guidance approach and try to apply it across the board.

I hope you have enjoyed this course and found it to be a wonderful, thought-provoking journey. It takes so much patience and understanding to be an effective teacher of young children! Teaching can be a rewarding, as well as a frustrating, career. But mostly rewarding! The more you educate yourself in effective teaching strategies, the easier teaching will be for you. Completing this course has brought you closer to your goal of working effectively with young children. Keep up the good work in future courses and best of luck in your endeavors.

References

Fields, M.V., Meritt, P.A., & Fields, D. M. (2017). Constructive Guidance and Discipline: Birth to Age Eight (7th ed.). Boston, Massachusetts: Pearson Education.

Johnston, L. (2003.). For Better or Worse. Comics Archive. [Comic Strip]. Retrieved from https://www.fborfw.com/stripcatalog/indexkeywords….

SSGS300 AMU Week 4 Research Methodology & Designs And Discussion

Writing

Here is my Access to https://amu.apus.edu

Student ID: 5562183

Password: Royals1964**

Go to Lesson, Tab Week 2.

Class: Research Design and Methods

Important: ** I will Post Forums and Response to my class ok. Just send me in 12pt Microsoft Word Thank you**

Week 4 Forum Question

In a seamless posting, please incorporate the following questions into your initial postings:

Discuss the items that should be included in the abstract and introduction of a research proposal. In addition, discuss the importance of a narrative hook and why rhetorical questions should be avoided as a narrative hook.

Student expectations for Forum questions:

Your initial Forum posts require a minimum of a 500 word substantive response. All follow-up responses (minimum of 2) should require 250-300 words.

A total of three posting is necessary to have completed the bare minimum amount of forum work each week.

Original responses to the Forum group question need to be substantial and significant supported by at least one additional scholarly reference that goes beyond the readings. Students should be using the APUS Online Library to search for peer-reviewed journal articles that help support their argument. The in-text citation and references will be formatted in APA Style. Your original posting should be posted as a response to the Forum question. Please be sure to use your own words; meet the deliverable length; support your main post (in-text citations AND list of references); use paragraphs in your main post to organize your points and make it more reader-friendly; and post three time per week. Please avoid “i” … etc and be sure to start each new sentence with a capital letter. All original response will be posted no later than Thursday evening 11:55 PM EST the week of the Forum question. This allows time for others to respond to your posting.

Students will also be required to respond to at least two (2) other students posting with significant comments that demonstrate critical thinking by asking additional questions or adding to the body of knowledge started. If you argue, controversial issues use a reference to support your argument that adds credibility to your position. Your response to your peers work should be engaging and informative with good substance. Your responses should contribute in a meaningful way to helping advance our knowledge of the topics the class explores.

There is help with proper APA Style formatting in the lessons and resource sections of the electronic classroom, which can be found on the menu bar on the course homepage. Your responses are due no later than Sunday 11:55 PM EST.

All postings should contribute and advance the class knowledge of the course themes. Students are encouraged to “get out of the comfort zones” when making their arguments. The reason behind this activity allows students to analyze work from many different perspectives allowing the critical thinking process to grow. If you always stay in your comfort zone, you are not accepting of new ideas and concepts. Feel free to explore your theories and test them on the battlefield of peer review. Just make sure to include a scholarly reference to help support your argument.
See the rubric below. This is how your postings will be graded so make sure that you use the rubric to help guide your work.