Managing HR in Small Entrepreneurial Firms
This final project assignment is associated with the NCF (non-completion failure) grade. Failure to complete this assignment will result in the issuance of a grade of NCF if the course average would result in a failing grade in the course. Students should contact their Academic Counselor or Program Director if they have any questions regarding the NCF grade and its implications.
Management Initiatives
Introduction
Communication sometimes fall short when designing and implementing change initiatives, and employees are generally left behind. Organizational change includes individual change. When planning major change initiatives, employers sometimes forget that building a positive employee relationship is critical for motivation since each person must go through this change and implementation for themselves. As leaders involved in plan change, there is plenty of time to get used to the idea because those involved would be part of the whole process and everyone else would follow along.
Tasks
- Describe the best method that the management should take to roll out a change management initiative.
- Analyze what are some of the benefits of involving employees in the organization.
- Summarize from experience why many organizations have fallen short in the mechanisms of designing and deploying the changes.
- Explain why organizations create changes without communicating and gaining the support of the employees.
- Describe what initiative an HR manager would take to communicate the management proposal with the employees.
Sample Solution
here was a three level prompt system with a stimulus fading strategy where the teacher presented the word card(s) between the child and the item, after the child made an initiation (McGee et al., 1986). Generalization probes occurred throughout the baseline and after every fifth session, along with changes in the types of stimuli (McGee et al., 1986). For example, changes in the font style and font size were made on the card (McGee et al., 1986). The results exhibited that incidental teaching yields generalization to functional reading and comprehension skills; therefore, indicating that incidental teaching is a valid procedure to use for other skills other than vocal communication (McGee et al., 1986). McGee et al. (1983) discussed that incidental teaching is a procedure that can teach language skills and other adaptive skills concurrently. These skills could include meal preparation, leisure activities, or self-care skills (McGee et al., 1983). Incidental teaching is a very popular procedure among communication and has been proven very effective. It expands on the child initiation, so it is a good method for the child to understand the context of the word and/or phrase. However, not all children with autism make initiations that show clearly what they prefer or want, so it is difficult to use incidental teaching. Therefore, McGee et al. (1983) developed a modified incidental teaching procedure that is based on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction by language or gestures (McGee et al., 1983). Two children were both in a Teaching Family Model group home and both have been institutionalized there for a little over seven years (McGee et al., 1983). One of the participants was fifteen years old, and the other participant was twelve years old (McGee et al., 1983). Incidental teaching occurred daily in the kitchen for a 45-minute session in the kitchen during preparation for lunches (McGee et al., 1983). The teacher would ask the student, âAre you ready to make sandwiches?â or a similar question to inquire readiness (McGee et al., 1983). When the child looked at the teacher without any off task or s>
here was a three level prompt system with a stimulus fading strategy where the teacher presented the word card(s) between the child and the item, after the child made an initiation (McGee et al., 1986). Generalization probes occurred throughout the baseline and after every fifth session, along with changes in the types of stimuli (McGee et al., 1986). For example, changes in the font style and font size were made on the card (McGee et al., 1986). The results exhibited that incidental teaching yields generalization to functional reading and comprehension skills; therefore, indicating that incidental teaching is a valid procedure to use for other skills other than vocal communication (McGee et al., 1986). McGee et al. (1983) discussed that incidental teaching is a procedure that can teach language skills and other adaptive skills concurrently. These skills could include meal preparation, leisure activities, or self-care skills (McGee et al., 1983). Incidental teaching is a very popular procedure among communication and has been proven very effective. It expands on the child initiation, so it is a good method for the child to understand the context of the word and/or phrase. However, not all children with autism make initiations that show clearly what they prefer or want, so it is difficult to use incidental teaching. Therefore, McGee et al. (1983) developed a modified incidental teaching procedure that is based on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction by language or gestures (McGee et al., 1983). Two children were both in a Teaching Family Model group home and both have been institutionalized there for a little over seven years (McGee et al., 1983). One of the participants was fifteen years old, and the other participant was twelve years old (McGee et al., 1983). Incidental teaching occurred daily in the kitchen for a 45-minute session in the kitchen during preparation for lunches (McGee et al., 1983). The teacher would ask the student, âAre you ready to make sandwiches?â or a similar question to inquire readiness (McGee et al., 1983). When the child looked at the teacher without any off task or s>
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