Describe how you would organize daily practice for the offseason. Incorporate the XYZ situation into the six steps of instructional planning discussed in Chapter 9. Be sure to use your own words when defining how you would execute each step of the process in order to develop XYZ into a successful program. Please click here for some good insight by Bill Parcells on the process of turning an organization around.

Link https://hbr.org/2000/11/the-tough-work-of-turning-around-a-teamBOOK

Create a unique 10 slide PowerPoint (not including the title page or sources) on how you would organize your offseason. Must include at least 4 sources. I encourage the use of pictures and videos within your assignment. In addition, animation and voice to demonstrate specific techniques, tactics, and other aspects are recommended.

Six Steps to Instructional Planning* 

As with building a puzzle, using a systematic approach can help you put together your season plan. After you have articulated your philosophy, you can begin planning for the season ahead by following a simple six-step procedure called “Six Steps to Instructional Planning”: Step 1: Identify the skills that your athletes need Step 2: Know your athletes Step 3: Analyze your situation Step 4: Establish priorities Step 5: Select the methods for teaching Step 6: Plan practices *Reprinted, by permission, from R. Martens, 2004, Successful Coaching, 3rd Ed. (Champaign, IL: Human Kinetics), 237. 

Step 1: Identify the Skills That Your Athletes Need 

The first step in organizing the season plan is to identify the specific skills that the athletes must be able to execute for the team to be successful, as shown in column one of figure 9.1. This list of skills is based on the technical and tactical skills in this book as well as the information on communication and physical, character and mental skills from Successful Coaching, Third Edition. In the following steps, you will be examining the list of skills and adding others if necessary. Step 4 of the planning process will then explain further how you can put this list to work for yourself. 

Step 2: Know Your Athletes 

The next step in the planning process is to work with your coaching staff to refine the list of skills that you are planning to teach, based on an evaluation of the strengths, weaknesses and ability of the athletes in your program. For example, assume that you want to run an option offense because you think that it creates strategic advantages on the field. Before installing this offense, you and your staff must evaluate the ability of the quarterbacks (both the starter and alternates) in your program to determine if they have the speed, quickness and decision-making ability to run an option offense effectively. As you learned previously, this evaluation takes place in many forms. You should study videotapes of the previous season’s games, focusing on the strengths and weaknesses of the individual athletes instead of analyzing schemes. The results of off-season testing for speed, strength and agility also provide useful information during this evaluation. Summer workouts, including weightlifting sessions as well as camps and passing leagues, also reveal the ability of the athletes who will be competing during the season. Using all this information, you and your coaching staff need to add or delete skills on the list that you began developing in step 1, based on the ability of the athletes in your program. 

Step 3: Analyze Your Situation 

As you prepare for the season, you must also weigh the external factors that will both guide and limit you. Budgetary issues and related fund-raising options will affect scheduling, training facilities, practice equipment and professional development opportunities. Administrative and community support will influence goal setting and expectations. Teaching loads and staffing structure regarding assistant coaches will set parameters for both off-season and in-season programming. Clearly, then, many factors influence your planning.

Step 4: Establish Priorities 

Steps 1, 2 and 3 of the six steps to planning describe general factors that provide an important base of information regarding your players and your program. Now in step 4, you must make a decision about where to start and how to progress in the teaching of skills. Refer back to figure 9.1 and notice the three columns under “Step 4.” You are asked to evaluate each essential skill based on two factors—teaching priority and the athletes’ readiness to learn. To assess the teaching priority, you must think of your overall scheme and plan for the season and, for each skill, ask yourself, “Is this a skill that I must, should or could teach?” Then, you must think about each skill and your athletes and ask yourself, “Are my athletes ready to learn this skill?” Take some time now to rate the skills on your form. These ratings will divide the skills into three groups. Skills that are A-rated are obviously priority skills that you must teach immediately and emphasize. Include B-rated skills in the planning process and teach them periodically. Finally, depending on the progress of the season and of the athletes, you can incorporate instruction for the C-rated skills. After you have finished your A, B and C ratings, you will want to create an installation schedule, as discussed in “Developing Installation Schedules,” to ensure that during the season you will teach all your A-rated skills, most of your B-rated skills and some of your C-rated skills.

Step 5: Select the Methods for Teaching 

Now that you have a complete installation schedule, you should go through the schedule and determine the methods that you will use in daily practices to teach the skills that you have decided are necessary to your team’s success. As you learned previously, the traditional approach to practice emphasizes technical skill development and usually involves using daily drills to teach skills, interspersed with group and team drills, whereas in the games approach, players learn to blend decision making with skill execution as you add the elements of pressure, competition and game-day nuance to the performance of essential skills. The traditional method might cover all the techniques of football adequately and may even cover most of the skills that players would typically use during games, but it does have at least two glaring shortcomings: First, traditional practice sessions by their very nature emphasize techniques at the expense of tactics, and, second, they involve too much direct instruction. Typically, a coach explains a skill, shows the players how they are to perform the skill and then sets up situations in which the players can learn the skill, without placing that skill in the context of game-day, tactical decision making. Recent educational research has shown that students who learn a skill in one setting, say the library, have difficulty performing it in another setting, like the classroom. Compare this finding to the common belief among coaches that today’s young players don’t have football sense, the basic knowledge of the game that players used to have. For years, coaches have been bemoaning the fact that players don’t react as well to game situations as they used to, blaming everything from video games to the increasing popularity of other sports. But external forces may not be entirely to blame for the decline in football logic. Bookstores offer dozens of drill books to help coaches teach the technical skills of football, and teams around the country practice those drills ad infinitum. If drills are so specific, numerous and clever, why aren’t players developing that elusive football sense? Perhaps just learning techniques and performing drill after drill creates not expertise but the ability to do drills. An alternative way to teach football skills is the games approach. As outlined in chapter 1, the games approach allows players to take responsibility for learning skills. A good analogy is to compare the games approach in sports to the holistic method of teaching writing. Traditional approaches to teaching students to write included doing sentence-writing exercises, identifying parts of speech and working with different types of paragraphs. After drilling students in these techniques, teachers assigned topics to write about. Teachers used this method of teaching for years. When graduating students could not write a competent essay or work application, educators began questioning the method and began to use a new approach, the holistic method. In the holistic method of teaching writing, students wrote compositions without learning parts of speech or sentence types or even ways to organize paragraphs. Teachers looked at the whole piece of writing and made suggestions for improvement from there, not worrying about spelling, grammar or punctuation unless it was germane. This method emphasized seeing the forest instead of the trees. This forest-versus-trees approach is applicable to teaching football skills as well. Instead of breaking down skills into their component parts and then waiting until game day for the athletes to put the pieces together, you can impart the whole skill to the team and then let the athletes discover how the parts relate. This method resembles what actually occurs in a game more than the traditional drill method does, and learning occurs at game speed. These latter two concepts are crucial to understanding the games approach. This method does not take you out of the equation; in fact, you must take a more active approach. You must shape the play of the athletes to get the desired results, focus their attention on the important techniques and components of the game and enhance the skill involved by attaching various challenges to the games played. You can use the games approach to teach almost any area of the game. For example, instead of having quarterbacks and receivers work endlessly on route timing drills and one-on-one drills against a defender, you can create games around pass routes and reads, and encourage competition. 

Step 6: Plan Practices 

At this stage you should sketch out a brief overview of what you want to accomplish during each practice for your season. You will pull all the information that you have gathered from the previous steps. Your installation schedules should also help you greatly at this stage in the process. Figure 9.4 shows a season plan for the games approach, using a 12-week season plan that includes a two-week period for postseason playoffs (for a sample traditional approach season plan, please refer to the Coaching Football Technical and Tactical Skills online course). Although this season plan was created in isolation, you can use it in your season planning. You may find that you are more comfortable teaching blocking using the traditional approach but that the games approach works best for teaching pass reads. Use these season plans as templates to help you to create the plan that works best for you and your team. In the sample season plan, you will notice that the first two weeks are completed. After the games begin in the season, the practice plans are more open ended so that you can focus on problems that may have occurred in past games and can develop practices according to your game plan (we will discuss this further in chapter 11). You will also notice that we have identified some technical and tactical skills that are important to teach during those later practices. Keep those skills in mind as you are further fine-tuning your practices during the season. The main objective of your practices at this point is to focus on your game plan, but as time permits you should fit in these key skills to help your players continue to learn throughout the season. Keep in mind that this season plan was based on the skills in the book rather than on an individual installation schedule. Although this season plan provides a good example, you should use your installation schedule and the information that you gained in the other five steps of the process to create a detailed plan tailored to your program. After you have developed your season plan, you can further refine individual practices. We will help you do that in the next chapter by showing you the components of a practice and providing a sample practice plan for the games approach.

 

This assignment addresses the following NAEYC Standards:

• Knowing and understanding of the multiple influences on the development and learning of children.  [NAEYC Standard 1b]
• Knowing about and understanding diverse fam­ily and community characteristics. [NAEYC Standard 2a]
• Supporting and engaging families and communities through respectful, reciprocal relationships [NAEYC Standard 2b]
  • Involving families and communities in their children’s development and learning.  [NAEYC Standard 2c]
  • Engaging in continuous, collaborative learning to inform practice [NAEYC Standard 6c]
  • Written and verbal skills [NAEYC Supportive Skill 3]
  • Making connections between prior knowledgeable/experience and new learning [NAEYC Supportive Skill 4]
  • Identifying and using professional resources [NAEYC Supportive Skill 5]

Course Competencies: 4, 5, 11

For this assignment you will respond to the following question: 

How does poverty affect the functioning of the family system, thereby placing all domains of development at risk [physical, cognitive, social-emotional]?

You will write a paper that is a minimum of 2 pages [less than 2 pages will not be graded] in length, use the APA format, and include the following:

• An interesting and thoughtful introduction and conclusion.  Your conclusion will summarize what you learned and explain how you will use this information in your work with young children.
• Identify how poverty can affect the functioning of the family system

ü  Include 2-3 affects upon the family

ü  Include information from your research

• Identify how poverty can affect a child’s physical development

ü  Include 2-3 affects upon a child’s physical development

ü  Include information from your research

• Identify how poverty can affect a child’s cognitive development

ü  Include 2-3 affects upon a child’s cognitive development

ü  Include information from your research

• Identify how poverty can affect a child’s social-emotional development

ü  Include 2-3 affects upon a child’s social-emotional development

ü  Include information from your research

• Explain how you will change or apply what you have learned on family poverty in your work with young children currently or in the future

ü  Include 2-3 ways you will change your practice or why you will continue with a current practice based on what you have learned

• Identified two resources to support families

ü  Provided a clear and informative statement on how each identified resource would support families

ü  You are welcome to reflect on local resources specific to your community, or comment on any of the following:  Head Start, Charitable Union, Community Action, Family and Children’s Services, Family Health Center, Food Bank, Goodwill Industries, HandsOn, (The) Haven of Rest Ministries, etc. 

                      

                         Please use Community Action or Head Start for this section because I work for them. Thank you!

• Professional language usage, correct grammar and spelling, double spaced [12 pt font]

Information for your paper will be based upon any of the following sources:

1. Class discussions, activities, and lectures
2. Readings from the textbook
3. Readings from professional journals
4. Readings from Internet research articles

All information must be appropriately cited. Please include one page of resources. Number each resource.  The following link contains an APA Style Guide on how to properly cite resources:

  http://guides.kellogg.edu/content.php?pid=32706&sid=1809991 

Powerpoint templet attached

Competencies

In this project, you will demonstrate your mastery of the following competencies:

• Describe how managerial accounting supports management information systems
• Utilize managerial accounting techniques and models to support an organization’s strategic plan
• Explain how managerial accounting is used to make decisions about short-term business opportunities, capital investments, and evaluating operational performance

Scenario

Your business has been open for a month, and you have prepared an income statement and completed a variance analysis on the data. Now you will meet with investors and a few other internal stakeholders to share your company’s progress over the past month and how it has performed with respect to your cost and budget projections. The investors would like to see the thought process behind your financial strategy and how your company has performed in its first month. They have therefore asked you to present a report that includes the costing and income data from your Project Workbook.

Directions

Submit a detailed report to your potential investors and other stakeholders to explain and defend your costing strategies and to share your business’s performance to date. Your report can be in the form of a PowerPoint presentation or a Word document (based on the templates provided in the What to Submit section). In either format, be sure to effectively communicate with your stakeholders by breaking down concepts and using investor-friendly language to build their trust and confidence. If you choose to do a PowerPoint presentation, you’ll need to include speaker notes for each slide.

1. Introduction: Provide a short overview of your company and the purpose of this report.
   1. Business Overview: Name your company and describe its business and your vision for its future.
   2. Purpose of the Report: Explain the purpose of the report and describe why the information is important.
   3. Methods and Approach: Explain the management accounting methods you used for generating the information that you are about to share in terms of your adherence to industry standards and the American Institute of Certified Public Accountants (AICPA) code of ethics.
2. Financial Strategy: Review your original business plan and costing strategies.
   1. Costing System: Justify the use of job order costing for this business. Be sure to compare and contrast the various costing systems you learned about in this course as part of your defense.
   2. Selling Prices: Share and explain the selling prices you established for each of your products. Be sure to reference your cost-volume-profit analysis in your defense.
   3. Contribution Margin: Share and explain your contribution margin per unit. Be sure to reference your cost-volume-profit analysis in your defense.
   4. Target Profits: Identify your break-even points for achieving different target profits. Then explain the target profits you selected for each area of your business. Be sure to reference your cost-volume-profit analysis in your defense.
3. Financial Statements: Using the information in the Milestone Two Market Research Data Appendix, assess your financial performance to date.
   1. Statement of Cost of Goods Sold: Share the statement of cost of goods sold and logically interpret the business’s performance against the provided benchmarks.
   2. Income Statement: Share the income statement and logically interpret the business’s performance against the provided benchmarks.
   3. Variances: Illustrate all variances for the direct labor time and the materials price.
   4. Significance of Variances: Evaluate the significance of the variances in terms of the potential to impact future budgeting decisions and planning.

What to Submit

To complete this project, you must submit the following:

PowerPoint Template: Investor Report
Use this template to submit a PowerPoint presentation with speaker notes. Sources should be cited according to APA style.

OR

Word Template: Investor Report
Use this template to submit an 8- to 10-page Word document. Sources should

HRMN 300 

Week  5 Discussions & Learning Activities

We continue this week to reflect on what I refer to as HR-specific topics which require an HRM develop very specific skills. Very much like employee recruiting, employment law, and developing robust compensation packages, designing employee training and development programs are the focus of courses, seminars, HR certificates, and much research. These topics are stand-alone entities and they require very specific skills of an HRM. This week we’ll be looking at the training and development (T&D) function and have the opportunity to review a training proposal. (UMUC offers HRMN 406: Employee Training and Development.)

DISCUSSION INSTRUCTIONS:

To respond to this week’s questions you want to develop your ideas in response to either Question 1 or Question 2. But everyone must respond to Question 3.

As usual, begin a new thread for each Discussion response to separate them. Remember to edit the Subject/title field and identify the response. Be sure to develop your responses fully and post by Thursday midnight.

Question 1: Defining training and understanding its strategic purpose

At first glance, Week 5 content spans two seemingly disparate functions – developing training and assessing employee performance. The processes are defined and presented sequentially in your text. In reality, the functions are more closely related than they seem in the sense that assessing performance could identify a need for training, couldn’t it? Let’s talk!

What I would like you to do for this first conference is to think about training. What exactly is training? Please don’t parrot-back the text definition!!!

Include in your discussion and explanation, your ideas about WHY you think corporations spend billions of dollars every year to provide training for their employees. And last, in your “definition” discussion include your ideas about how training supports an organization’s strategic goals and objectives. What does training do for an organization? Are there really any benefits? Why or why not……?

OR

Question 2: The Instructional Design Process

Your book refers to the Training Program Development Model and provides a really nice graphic of the flow presented in Figure 8.6 on page 19. For years, I’ve known this process as the Instructional Design Process. Whatever the title, the process flow is standard.

To respond to this topic, I would like you to discuss and describe in detail the instructional design process or as our book refers to it, the Program Development Model. Demonstrate your understanding of the process. What are the major components? Why do trainers follow this process flow? What are characteristics and/or consideration of each of component? Do you think one stage is any more important than another? Be sure to explain your answer and include citations from your research to support your ideas.

Question 3: Critique this Training Proposal (Everyone responds) 

Now that we have discussed the stages of training design including the needs assessment, the design and the evaluation steps, I am asking you to apply your knowledge and understanding. Review the following proposed training design and then develop a critique of its effectiveness and make your recommendations for improvement. Let’s do it!

Your analysis might be guided by the following questions: What do you think is done well in the design and what suggestions do you have for improving the training? Why? Do you think the design met the stated training outcomes and is the evaluation as designed substantial enough? Are the evaluation goals Specific, Measurable, Acceptable, Realistic and Time Bound? Imagine yourself as an attendee at the training. How effective would this session be for you?

Your specific program analysis might include determining if the right intended audience is included in the training, if their possible learning styles have been taken into consideration, and if the goals and objectives of the program are clear and appropriate. Is the delivery of the program effective? Is the assessment of the training sufficient?

As an aside and a suggestion:

You might want to conduct supplemental research on Learning Styles and Learning Style Preferences and include a review of the proposed training as it meets/does not meet the learning style preferences of the attendees. As we design our training content we need to include activities that entice the various learning styles of our training audience.

There are five recognized learning styles but we usually focus on just three: VISUAL, AUDITORY, and KINESTHETIC. Visual learners process information best by reading the material. Auditory learners prefer to hear their information. Kinesthetic learners like “hands-on” reinforcement of the course ideas. Know that we cannot meet all of the preferences, all of the time. Our goal as content developers is to recognize the varying preferences and attempt to design specific exercises to meet each – when possible. When you take HRMN 406, you will focus on this concept in more depth. But if you’re interested, research the topic Learning Style Preferences and enjoy!

Training Program: Safe Driving for Schools 

Audience: 50 School bus drivers 

Duration: 2 hours

Desired Outcomes: 

– understand the potential dangers, risks, and statistics associated with a variety of road safety issues

– avoid behaviors that may put students in danger while on the school bus

Materials: 

– Flip chart

– Internet access

Delivery: 

1. In a lecture, explain to trainees that according to the National Highway Traffic Safety Administration, motor vehicle crashes are the leading cause of death among Americans up to 34 years old. Factors such as alcohol, high-speed driving and other dangerous behaviors contribute to these crashes. Most accidents could be avoided by following common safety practices.
2. On a flipchart, draw two columns for the “dos and don’ts” of driving. Ask trainees to brainstorm about items for both lists.
3. Divide students into five groups, and assign one of the following topics to each group to research on the Internet and then present to the class:

– Impaired driving (DUI/DWI)

– Seat belts

– Speeding

– Distracted driving (such as driving while eating or talking on a cell phone or texting)

– Drowsy driving

– Lack of knowledge, skills or abilities

– Equipment failures

Learning and Skill Evaluation: Trainees will take a multiple choice question exam with 20 questions. They must get at least 17 correct in order to pass the Safe Driving for Schools course.

Assignment 2: Selection Strategy and Weighted Compensatory Approach

You are employed as an HR consultant for a mid-sized bank. The bank employs 200 tellers across its branches.  You need to recommend to the bank what to consider when hiring for the position of Bank Teller. At this point you have completed Assignment 1 to support the bank in the way it hires Bank Tellers.  Now you are moving to Assignment 2.

For this second assignment there are two main tasks you need to complete:

• Assignment 2: Part A Selection Strategy
• Assignment 2: Part B Weighted Compensatory Approach

Both tasks should be included in one document 2 to 5 pages in length, double spaced, use Times New Roman font (12 point), use tables when needed, and use APA format for referencing and citing. Include a cover page and a reference page. For the complete instructions see Content> Course Resources> Three Major Assignments.

HRMN 362 ASSIGNMENTS 

Week 5 Disscussion 

Discussion #1

Explain why unions often place a priority on seniority in personnel decisions, whereas employers tend to emphasize ability to perform the job. 

Based on your own experience with work-performance appraisals conducted by managers, how confident are you that managers can effectively judge legitimate differences in performance between two or more employees? 

Please use a minimum of at least one source to support your post.

Please interact with at least one classmate.

Discussion #2

Using an organization where you work or have worked in the past, assume the role of a union negotiator or a management negotiator.  What work schedule(s) would you propose in the new contract that would best serve the needs of the company or your union members, as appropriate?

Use one reference to support your response. You do not need to interact with another student.

Written Assignment 2 

Written Assignment 2
(25 points) 3-4 pages, not including cover or References pages

You have been hired by XYZ as a consultant. They are currently facing a union organizing campaign. You have been asked to write a briefing memo for senior management. Your memo must address:

a. What are the basic differences, from the employer’s viewpoint, in operating in a union-free environment vs. a unionized environment?

b. What are management representatives permitted to say and do during the campaign? What, if any, actions or statements are prohibited?

In responding, you must use three references. They should be from a scholarly journal or credible news source from within the past three years.

Father Daniel Groody’s article provides much food for thought, particularly regarding the great inequities in the contemporary world.  Whereas the reading from Gaudium et Spes last week presented the Catholic vision of what God desires for humankind (what OUGHT to be), Groody’s article presents an overview of where we actually ARE (what IS the case). 

You are invited to share your thoughts as you reflect upon the readings from these two weeks. In Gaudium et Spes, focus ONLY on Chapter 2. Think about some of the points brought out by Groody in light of what Chapter Two of Gaudium et Spes says about the conditions necessary for human well-being. What stands out for you the most in each of our readings? How do conditions in our 21st century situation measure up to what is called for in these readings? How do they fall short? What are your thoughts?

Identify and cite the SPECIFIC points you are discussing from EACH reading. Post your own response to these questions FIRST, and then return later to respond to two of your classmates.

can only use these sources below just copy and paste in search engine for the articles. do not use outside sources 

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https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5fe61bfd175b0/1158915?X-Blackboard-Expiration=1625389200000&X-Blackboard-Signature=AS1PZtjxcaNSAQvqnHaxbP767Hk7sh0cEU%2FhxNhox4Q%3D&X-Blackboard-Client-Id=100478&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Gaudium%2520et%2520Spes%2520Ch%25201%252C%25202%2520Excerpts.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20210704T030000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PL5SJBSTP6%2F20210704%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=1b9fe069ead7fa315345dbbacf03a18102839a26ed3f9152a87c857302f4da39