HPA 430 Developing Teams and Elements Case Study
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
HPA 430 Developing Teams and Elements Case Study
Read the case study below and write a 2-3 page essay (double-spaced, 12 point, Times New Roman) summarizing the problems in and suggesting possible solutions to the listening, feedback and mentoring relationship between Casey and Parker. Apply the material you see as important from the textbook, readings, and other sources on listening, feedback, mentoring, developing teams and energizing staff.
I’ve attached reading material below.
Casey Miller, manager of support services for City Medical Center, dreaded completing the monthly statistical report for his department. Miller was responsible for services supporting the efforts of the Medical Center, including laundry and linen services, housekeeping, and more. At one time, the report was relatively simple, but as the administration requested more and more detail to be able to deal with budget and quality issues, the report had become a giant headache. As the complications grew, Miller had simply modified the methods for preparing the report, so there was no detailed documentation of how to complete the increasingly complex tables and spreadsheets.
Faced with the monthly deadline next week, and confronting the usual problems always present in support services, Casey Miller decided it was time to delegate the preparation of the report to assistant manager, Parker Curtis. This would be a great learning opportunity for Parker, a chance to demonstrate future leadership ability in the department.
Miller called Curtis into the office, handed over a copy of the previous two months’ reports and a thumb drive with the blank templates for the next report. Casey said, “I know you’ve seen these before, and I’ve decided that it’s time for you to get some experience doing it. It’s been getting to be a real pain, and I’ve got more important things to do than be tied up in some routine report some C-suite jerk is going to use for a Powerpoint show.”
Curtis looked over the information, and said, “I’m sure I can do it. I’ve certainly looked over your final reports plenty of times. It looks complicated, but if I get off on the right foot, I can figure it out. How about if you walk me through it, and we do this first one together so I can get the hang of it?”
Miller grimaced. “Look, Parker, my objective here is to free up my time. If I have to hold your hand, I may as well do it myself.” Grinning, Casey added, “Besides, if I can do it without any management education, than anyone with half a brain and an MHA like you ought to be able to do it.”
Parker nodded, and left the office without further comment.
At the end of the next day, Curtis stopped Miller in the hallway as they were headed in different directions. “Casey,” he said, “I’m glad I found you. I have a few questions about that report, mostly concerning how you come up with some of the totals and percentages in a few of those spreadsheets.”
Miller barely even broke stride. “Sorry, Parker, I can’t take the time. You’ll just have to figure it out yourself. I had to do the same thing. You have all weekend. I need it first thing Monday morning.”
On Monday, Miller found the report and thumb drive sitting in the chair in the office with a note about an all-day committee meeting that Parker would be attending . Casey flipped through the charts and tables, and was about to sign the report, when a number in one table seemed odd. Looking at the previous month’s chart for comparison, Miller saw that Parker’s report had to be way out of line. Looking more closely now, Casey did a line-by-line comparison. The mistake went back to an error Parker made on the very first page, which now made the charts and tables on every page incorrect. Casey was going to have to re-do the entire thing. Still working at 4:30 PM, Casey threw down his pencil when Parker stopped by and asked, “What are you up to, Casey?”
“Proving an old saying,” Miller snapped. “If you want something done right, do it yourself.”
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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HPA 430 Developing Teams and Elements Case Study
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