Module 7 case study | Applied Sciences homework help

Employee’s Name: _____________________ Interviewer: _____________________ Date: _____________

Describe Performance Concern: ________________________________________________________________

1 ¦ Yes ¦ No Has the employee received formal training on this task? If yes, check all

applicable training methods: ¦ Instructions ¦ Demonstration ¦ Rehearsal
2* ¦ Yes ¦ No Can the employee accurately describe the target task and when it should be

performed?*
3 ¦ Yes ¦ No Is there evidence that the employee has accurately completed the task in the

past?
4* ¦ Yes ¦ No

¦ N/A
If the task needs to be completed quickly, can the employee perform it at the
appropriate speed?*

1 ¦ Yes ¦ No Has the employee been informed that he/she is expected to perform the task?
2* ¦ Yes ¦ No Can the employee state the purpose of the task?
3* ¦ Yes ¦ No Is a job aid (e.g., a checklist, data sheet) for completing the task visibly located in

the task area?
4 ¦ Yes ¦ No Is the employee ever verbally, textually, or electronically reminded to complete

the task?
5 ¦ Yes ¦ No Is the task being performed in an environment well-suited for task completion

(e.g., not noisy or crowded)?

1 ¦ Yes ¦ No Are there sufficient numbers of trained staff available in the program?
2* ¦ Yes ¦ No

¦ N/A
If materials (e.g., teaching stimuli, preferred items) are required for task
completion, are they readily available (e.g., easy to find, nearby)? If no materials
are required, proceed to question 5.

List materials below and indicate their availability.

Item 1: _________________________ Item 2: _________________________
Item 3: _________________________ Item 4: _________________________

Instructions: Answer the questions below about the employee’s specific performance problem (not the
employee in general). The problem should be operationalized as either a behavioral excess or deficit. Items
with an asterisk (*) should be answered only after the information is verified through direct observation.

TRAINING

TASK CLARIFICATION & PROMPTING

RESOURCES, MATERIALS, & PROCESSES

PDC-HS
Performance Diagnostic Checklist – Human Services

3* ¦ Yes ¦ No
¦ N/A

Are the materials necessary to complete the task well designed for their intended
purpose?

4* ¦ Yes ¦ No
¦ N/A

Are the materials necessary to complete the task well organized for their
intended purpose?

5 ¦ Yes ¦ No Can the task be completed without first completing other tasks?? If not, indicate
below the tasks that must be completed first.

Task 1: ________________________ Task 2:_________________________
Task 3: ________________________ Task 4: _________________________

6 ¦ Yes ¦ No
¦ N/A

If you answered NO for Question 5, are other employees responsible for
completing any of the earlier tasks in the process? If so, indicate the employee(s)
below.

Task 1: ________________________ Task 2: _________________________
Task 3: ________________________ Task 4: _________________________

1 ¦ Yes ¦ No Is the employee ever directly monitored by a supervisor? If so, indicate the

frequency of monitoring.

¦ hourly ¦ daily ¦ weekly ¦ monthly ¦ Other: __________________

2 ¦ Yes ¦ No Does the employee ever receive feedback about the performance? If yes,
indicate below.

By whom? ______________ How often? ______________
Delay from task? ______________

Check all that apply:
Feedback Focus: ¦ Positive ¦ Corrective
Feedback Type: ¦ Written ¦ Verbal ¦ Graphed ¦ Other:
____________________

3 ¦ Yes ¦ No Does the employee ever see the effects of accurate task completion? If yes,
how?
_______________________________________

4 ¦ Yes ¦ No Is the task simple or does it involve relatively low response effort?
5 ¦ Yes ¦ No Does the task generally take precedence over other potentially competing tasks?

If not, indicate these competing tasks below.

Task 1: ________________________ Task 2: _________________________
Task 3: ________________________ Task 4: _________________________

PERFORMANCE CONSEQUENCES, EFFORT, & COMPETETION

Area Item # Sample Intervention(s) Literature Citations
Training 1, 2, 3, 4 Behavioral skills training (i.e.,

instructions, modeling, rehearsal,
feedback)

Improved personnel selection

• Barnes, Dunning, & Rehfeldt
(2011)

• Nabeyama & Sturmey (2010)

• Gatewood, Feild, & Barrick

(2008)
Task

Clarification &
Prompting

1, 2 Task clarification & checklists • Cunningham & Austin (2007)
• Gravina, VanWagner, & Austin

(2008)
• Bacon, Fulton, & Malott (1982)

3, 4 Prompts • May, Austin, & Dymond (2011)
• Petscher & Bailey (2006)

5 Change/alter task location • Green, Reid, Passante, &
Canipe (2008)

Resources,
Materials, &
Processes

1 Adjust staffing • Strouse, Carroll-Hernandez,
Sherman, & Sheldon (2003)

2, 3, 4 Improve access to (2), redesign (3),
or reorganize (4) task materials

• Casella, Wilder, Neidert, Rey,
Compton & Chong (2010)

5, 6 Reassess task process and

personnel
• Diener, McGee, & Miguel (2009)
• McGee & Diener (2010)

Performance
Consequences,

Effort, &
Competition

Increased supervisor presence

Performance feedback

Regularly highlight task outcomes

Reduce task effort

Reduce aversive task properties

• Brackett, Reid, & Green (2007)
• Mozingo, Smith, Riordan, Reiss,

& Bailey (2006)

• Arco (2008)
• Green, Rollyson, Passante, &

Reid (2002)

• Methot, Williams, Cummings, &
Bradshaw (1996)

• Casella, Wilder, Neidert, Rey,

Compton, & Chong (2010)

• Green, Reid, Passante, &

Canipe (2008)

INTERVENTION PLANNING

Instructions: Each item scored as NO on the PDC-HS should be considered as an opportunity for
intervention with priority given to areas in which multiple items are endorsed. Interventions may be
implemented concurrently or consecutively, with the latter option being preferred for settings in which staff
resources are limited. Sample interventions and illustrative literature citations for each area are provided
below.

Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.

Behavioral Interventions, 23, 39–64.
Bacon D. L., Fulton, B. J., & Malott R. W. (1982). Improving staff performance through the use of task checklists.

Journal of Organizational Behavior Management, 4(3/4), 17–25.
Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement

the picture exchange communication system. Research in Autism Spectrum Disorders, 5, 1574–1583.
Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.

Journal of Applied Behavior Analysis, 40, 191–195.
Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response

effort on safe performance by therapists at an autism treatment facility. Journal of Applied Behavior
Analysis, 43, 729–734.

Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the
hands-free technique by hospital operating room staff. Journal of Applied Behavior Analysis, 40, 673–
677.

Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral
systems analysis. Journal of Organizational Behavior Management, 29, 108–135.

Gatewood, R. D., Feild, H., S., & Barrick, M. (2008). Human resource selection (6th ed.). Independence, KY:
Cengage Learning.

Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors
using task clarification, graphic feedback and modification of work environment. Journal of Organizational
Behavior Management, 28, 110–122.

Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor
performance with direct support personnel: An analysis of two management approaches. Journal of
Applied Behavior Analysis, 35, 205-208.

Green, C., Reid, D., Passante, S., & Canipe, V. (2008). Changing less-preferred duties to more-preferred: A
potential strategy for improving supervisor work enjoyment. Journal of Organizational Behavior
Management, 28, 90–109.

May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy, rate,
and variation of trial type delivery during discrete trial teaching. Research in Autism Spectrum Disorders,
5, 305–316.

McGee, H. M., & Diener, L. H. (2010). Behavioral systems analysis in health and human services. Behavior
Modification, 34, 415–442.

Methot, L., Williams, L., Cummings, A., & Bradshaw, B. (1996). Effects of a supervisory performance feedback
meeting format on subsequent supervisor-staff and staff-client interactions in a sheltered workshop and a
residential group home. Journal of Organizational Behavior Management, 16(2), 3–25.

Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by
developmental disabilities treatment staff. Journal of Applied Behavior Analysis, 39, 253–256.

Nabeyama, R., & Sturmey, P. (2010). Using self-recording, feedback, modeling, and behavioral rehearsal for
safe and correct staff guarding and ambulation distance of students with multiple physical disabilities.
Journal of Applied Behavior Analysis, 43, 341–345.

Petscher, E. S., & Bailey, J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a
classroom for students with disabilities. Journal of Applied Behavior Analysis, 39, 215–226.

Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: The
evaluation of a staff scheduling system in a community-based program for adults with developmental
disabilities. Journal of Organizational Behavior Management, 23, 45–63.

REFERENCES

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July 1, 2023

Most importance: Assessments must be submitted via Turnitin, and the similarity must below 20%.

The module is assessed (100%) by an individual Strategic Report (maximum 3,000 words) involving an in-depth, strategic analysis of a large organisation. The subject of the report will be decided by the module convenor but students will be able to choose from a list of 6 varied examples.

Instructions for assessment

should strictly NOT exceed 3,000 words and demonstrate clear report style with relevant Harvard references. It is to be a unified whole that answers three questions (see below) focused on the selected organisation. Formative work in weekly seminars will guide students through analytical techniques and processes required to complete the task.

For the selected organisation, assume you are an outside consultancy reporting to the Chief Executive. The Strategic Report should:-

1). Identify 3 key strategic issues facing the organisation with a clear explanation of why they are “strategic” (20%).

2). Analyse fully the resources and key capabilities of the organisation plus key factors that give the company its competitive advantage. (40%)

3). Assess the extent to which the organisation’s competitive strategy

addresses its strategic issues, and suggest improvements where they

might be justified. (30%)

A further 10% is available for clarity, structure, grammar, correct Harvard referencing and overall professional presentation showing clear report style.

Best answers will draw explicitly on strategic concepts and analysis from the module and apply them to the organisation. Clear referencing (Harvard system), professional presentation with appropriate diagrams/tables are required.

Again note the report should not exceed 3,000 words. Appendices are allowed outside this limit but NO MORE than 6 pages.

How will your work be assessed?

Your work will be assessed by a subject expert who will use the marking scheme indicated below. Feedback will be given in the Turnitin/Grademark system with script comments plus overall points. When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments.

In this Strategic Report, high marks come from using strategic concepts and analysis from the module clearly applied to the organisation. Harvard referencing, a professional report style plus appropriate diagrams/tables are also required. Outline marking expectations are as follows:-

Q1: (20%) After a short introduction, we expect 3 key Strategic Issues with explanations and knowledge of why they are “strategic”. The 3 environments (PESTLE, 5 Forces & internal) should be used as a guide.

Q2: (40%) We expect strong course knowledge, clear industry CSFs plus the organisation’s resources & unique capabilities well analysed. Also how unique capabilities link to advantage & CSFs, and their Porter generic strategy.

Q3: (30%) We expect an evaluation of how their strategy addresses their issues using the three SAFe tests – plus how it might be improved. A short overall conclusion completes the report.

PRESENTATION: (10%) We expect a professional report with clear report style (not an essay) e.g. frontsheet, contents, clear sections, tables & diagrams and relevant Harvard referencing. The word count should not be exceeded by more than 10%.

(In addition to marker feedback, a full marking rubric will be available within the Turnitin submission system for student consideration.)

Assignment submissions.

The Business School requires a digital version of all assignment submissions. These must be submitted via Turnitin on the module’s Moodle site. They must be submitted as a Word file (not a pdf) and must not include scanned in text or text boxes. They must be submitted by 2pm on the given date. For further general details on coursework preparation refer to the online information via StudentZone

If you cannot submit a piece of work and wish to submit Mitigating Circumstances, the University Mitigating Circumstances Policy can be found on the University website

How will we support you with your assessment?

There will be weekly references to the assessment task in seminars and weekly activities in those seminars will be helpful in creating “scaffolding” for eventual submission. An assessment worksheet will be provided in Wk4 to assist the development of ideas.

The formative mini-casework in seminars will be of direct help in the application of relevant strategic tools. There will be regular Q&A sessions linked to the assessment report and in the final weeks of teaching there will be an opportunity to review and reflect upon work from previous cohorts.

The 6 cases (with initial links) from which you should choose are:-

Case study

Online links for more information

Johnson et al.

H&M in fast fashion: continued susses?

http://www2.hm.com/en_gb/home.html

Ed. 10: p.575 Ed. 11: p.576

Megabrew: creating an undisputed global brewing champion?

http://www.ab-inbev.com/investors/combination-with-sabmiller.html

Ed. 11: p.639

Ed. 10: p.647 (SAB Miller)

All change at Teva

http://www.tevapharm.com/about/profile/

Ed. 10: p.634

Ed. 11: p.690

Mondelez International: Are you going to stick around Irene?

http://www.mondelezinternational.com/investors

http://ir.mondelezinternational.com/sec.cfm?DocType=Annual&Year=&FormatFilter=

Ed. 10: p.686

Ed. 11: p.695

CRH plc: leveraging corporate strategy for value creation and global leadership

http://www.crh.com/

Ed. 11: p.705

Ed. 10: p.639

Flight Centre Limited: competing to provide the lowest air fares

https://www.flightcentre.co.uk/about-us/our-story

http://www.fctgl.com/our-brands/

http://www.fctgl.com/investors/annual-reports/

Ed. 11: p.636

Ed. 10: p.676

How will your work be assessed?

Your work will be assessed by a subject expert who will use the marking rubric provided on Moodle. When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments.

Referencing

You MUST use the Harvard System.

Tips for how to do make a good start:-

Tip 1: Read the Assessment Brief to understand clearly what is required.

Tip 2: Use web links to initially research each of the 6 organisations.

Tip 3: Choose your organisation with the assessment task in mind.

Tip 4: Assemble material from a wide range of research sources.

Tip 5: Focus on knowledge & application of relevant module concepts.

Tip 6: Participate in module seminars & draw lessons for your Report.

July 1, 2023

Most importance: Assessments must be submitted via Turnitin, and the similarity must below 20%.

Instructions for assessment

For the selected organisation, assume you are an outside consultancy reporting to the Chief Executive. The Strategic Report should:-

1). Identify 3 key strategic issues facing the organisation with a clear explanation of why they are “strategic” (20%).

2). Analyse fully the resources and key capabilities of the organisation plus key factors that give the company its competitive advantage. (40%)

3). Assess the extent to which the organisation’s competitive strategy

addresses its strategic issues, and suggest improvements where they

might be justified. (30%)

A further 10% is available for clarity, structure, grammar, correct Harvard referencing and overall professional presentation showing clear report style.

Again note the report should not exceed 3,000 words. Appendices are allowed outside this limit but NO MORE than 6 pages.

How will your work be assessed?

Q3: (30%) We expect an evaluation of how their strategy addresses their issues using the three SAFe tests – plus how it might be improved. A short overall conclusion completes the report.

(In addition to marker feedback, a full marking rubric will be available within the Turnitin submission system for student consideration.)

Assignment submissions.

If you cannot submit a piece of work and wish to submit Mitigating Circumstances, the University Mitigating Circumstances Policy can be found on the University website

How will we support you with your assessment?

The 6 cases (with initial links) from which you should choose are:-

Case study

Online links for more information

Johnson et al.

H&M in fast fashion: continued susses?

http://www2.hm.com/en_gb/home.html

Ed. 10: p.575 Ed. 11: p.576

Megabrew: creating an undisputed global brewing champion?

http://www.ab-inbev.com/investors/combination-with-sabmiller.html

Ed. 11: p.639

Ed. 10: p.647 (SAB Miller)

All change at Teva

http://www.tevapharm.com/about/profile/

Ed. 10: p.634

Ed. 11: p.690

Mondelez International: Are you going to stick around Irene?

http://www.mondelezinternational.com/investors

http://ir.mondelezinternational.com/sec.cfm?DocType=Annual&Year=&FormatFilter=

Ed. 10: p.686

Ed. 11: p.695

CRH plc: leveraging corporate strategy for value creation and global leadership

http://www.crh.com/

Ed. 11: p.705

Ed. 10: p.639

Flight Centre Limited: competing to provide the lowest air fares

https://www.flightcentre.co.uk/about-us/our-story

http://www.fctgl.com/our-brands/

http://www.fctgl.com/investors/annual-reports/

Ed. 11: p.636

Ed. 10: p.676

How will your work be assessed?

Referencing

You MUST use the Harvard System.

Tips for how to do make a good start:-

Tip 1: Read the Assessment Brief to understand clearly what is required.

Tip 2: Use web links to initially research each of the 6 organisations.

Tip 3: Choose your organisation with the assessment task in mind.

Tip 4: Assemble material from a wide range of research sources.

Tip 5: Focus on knowledge & application of relevant module concepts.

Tip 6: Participate in module seminars & draw lessons for your Report.

July 1, 2023

Most importance: Assessments must be submitted via Turnitin, and the similarity must below 20%.

Instructions for assessment

For the selected organisation, assume you are an outside consultancy reporting to the Chief Executive. The Strategic Report should:-

1). Identify 3 key strategic issues facing the organisation with a clear explanation of why they are “strategic” (20%).

2). Analyse fully the resources and key capabilities of the organisation plus key factors that give the company its competitive advantage. (40%)

3). Assess the extent to which the organisation’s competitive strategy

addresses its strategic issues, and suggest improvements where they

might be justified. (30%)

A further 10% is available for clarity, structure, grammar, correct Harvard referencing and overall professional presentation showing clear report style.

Again note the report should not exceed 3,000 words. Appendices are allowed outside this limit but NO MORE than 6 pages.

How will your work be assessed?

Q3: (30%) We expect an evaluation of how their strategy addresses their issues using the three SAFe tests – plus how it might be improved. A short overall conclusion completes the report.

(In addition to marker feedback, a full marking rubric will be available within the Turnitin submission system for student consideration.)

Assignment submissions.

If you cannot submit a piece of work and wish to submit Mitigating Circumstances, the University Mitigating Circumstances Policy can be found on the University website

How will we support you with your assessment?

The 6 cases (with initial links) from which you should choose are:-

Case study

Online links for more information

Johnson et al.

H&M in fast fashion: continued susses?

http://www2.hm.com/en_gb/home.html

Ed. 10: p.575 Ed. 11: p.576

Megabrew: creating an undisputed global brewing champion?

http://www.ab-inbev.com/investors/combination-with-sabmiller.html

Ed. 11: p.639

Ed. 10: p.647 (SAB Miller)

All change at Teva

http://www.tevapharm.com/about/profile/

Ed. 10: p.634

Ed. 11: p.690

Mondelez International: Are you going to stick around Irene?

http://www.mondelezinternational.com/investors

http://ir.mondelezinternational.com/sec.cfm?DocType=Annual&Year=&FormatFilter=

Ed. 10: p.686

Ed. 11: p.695

CRH plc: leveraging corporate strategy for value creation and global leadership

http://www.crh.com/

Ed. 11: p.705

Ed. 10: p.639

Flight Centre Limited: competing to provide the lowest air fares

https://www.flightcentre.co.uk/about-us/our-story

http://www.fctgl.com/our-brands/

http://www.fctgl.com/investors/annual-reports/

Ed. 11: p.636

Ed. 10: p.676

How will your work be assessed?

Referencing

You MUST use the Harvard System.

Tips for how to do make a good start:-

Tip 1: Read the Assessment Brief to understand clearly what is required.

Tip 2: Use web links to initially research each of the 6 organisations.

Tip 3: Choose your organisation with the assessment task in mind.

Tip 4: Assemble material from a wide range of research sources.

Tip 5: Focus on knowledge & application of relevant module concepts.

Tip 6: Participate in module seminars & draw lessons for your Report.

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