I will summarize the overall behavior style profile for this class as if we were a work team. To do this please take the assessment by the suggested date in the class calendar and send to me through the dropbox by the requested date. I will post the summary on this discussion in time for you to answer below.

What would our strengths and weaknesses be as a work team?

Can you guess what the behavior style of your instructor is?

Hello Team!

I have tallied everyone’s scores together below. Please use these results in the answer to this week’s discussion post.

Stabilizer = 48

Persuader = 39

Controller = 35

Analyzer = 37

Classmates answers: 

S-5 P-5 C-9 A-5

I scored the highest in Controller and had a tie score for the other three areas, Stabilizer, Persuader, and Analyzer. That honestly does seem like the type of person I am in that even though I end up being put in control of things at times I also know how to stabilize conversations and different moods seen in the workplace. I am also relied on to bring persuasion to the table from a human resources perspective in that I have to determine and discuss with the owner if policies should be changed and updated to be more current as well as persuading employees to understand why things are being done certain ways within the workforce. I am very analytical and do look at things from multiple different perspectives, because in a human resources position it is very necessary in that you can’t just think about the company without thinking about how things will also affect the employees and vice versa.

As a team it seems to me (without the actual results and just based on discussions) that our class is a good mix of all behavior styles.  There is a good mix of analytical teammates that participate in the discussions that bring up consistent facts and are planners that contribute to the discussions by keeping the class going, responding, and engaging.  We also have some controller behavior styles that like to lead and get the discussions completed.  They are very assertive with the facts provided and do not need much supervision seeing that they are taking an online course.  There are a number of persuaders as well within the team and for discussions this helps because they provide us with viewpoint that we may not have thought of and one that may be somewhat more creative.  We also have some great stabilizer behavior styles in the class that are great at closing the discussion questions in a way that presents facts, but doesn’t make a person feel like they need to communicate beyond that.  The stabilizers tend to all agree with each other’s statements and in seeing that there are not any conflicts within the discussions, this is also an easy way to spot the stabilizing behavior style.     

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What would our strengths and weaknesses be as a work team?

In the spirit of full disclosure, my individual scores were analyzer 7, persuader 4, controller 4, and stabilizer 3. The team results indicate that, as a whole, it is relationship oriented. Our team strengths, and this has been displayed in the posts and responses, include 1) taking time to listen – meaning, we have had to carefully read each other’s posts and thoughtfully respond and 2) our written words are crafted with intentionality so that communications peacefully communicate our own truths.

Our stabilizer strength, however, could predict that we might be challenged with certain kinds of decisions. We might ask ourselves how a decision potentially made would affect people in terms of their emotional well-being. While that is important, I’m reminded of the phrase, this isn’t personal, it’s business. It might take our team some extra effort to push through a group comfort zone and facilitate forward moving progress on pending action items.

It makes me smile that the other three categories are so neck and neck. I have this vision that, if we were a work team, our persuader, controller, and analyzer strengths might collectively gain up, overwhelm, and surpass the stabilizer steadiness especially in the realm of tough decision making. Maturity, I believe, plays a big factor here. How many times have you been in work situations or meetings where, if one party disagrees with another party, rather than stay in the conversation, the one disgruntled party metaphorically picks up his/her toys and leaves the sandbox? The fact that we have a strong stabilizer tendency might go along way to avoid those kinds of situations.

I read a great book earlier this year. It contains a fabulous quote as it relates to strengthening relationships among co-workers.  It’s best to say, “I want to make sure that I am working on this the right way” rather than “I am working in a black hole of silence and just need to know I’m not alone in the world”  (Eikenberry & Turmel, 2021). Our team’s emphasis on stabilizer suggest we’d be good at showing appreciation and instilling confidence in and with each other. Lastly, working on a team with a high stabilizer strength would personally benefit me the most as that particular strength is my greatest “weakness”.

Can you guess what the behavior style of your instructor is?

If I had to wager, I’d guess Dr. Watts is a stabilizer followed by a close second analyzer (side bar – Dr. Watts has permission to throw me under the bus if I’m completely off base). I make that hypothesis based on three principles: 1) I’ve emailed her several (okay multiple) times for clarity on a few items and her responses have been couched in kindness 2) How does one teach in higher ed. and not possess a highly developed analytical skill set? 3) I’ve not yet had an instructor that ever made “navigational” videos before.  I think that speaks to providing security to the class.

These kinds of assessments are fun to take, but I am careful to filter the results such that I allow my belief system to not be so rigid with people.  Maybe one “tests” as a strong controller.  Then, again, maybe that person has been disappointed just one too many times that it’s difficult to believe in others. Hard to say… From my heavy analytical style, I don’t deny that I like to be right most, if not all, of the time.  Then again, I want us all to be right! (smile).

1. Bank of America or McDonald’s Case Study
   Instructions
   From the Best Practices in Talent Management textbook, select either the Bank of America (Chapter 2) or McDonald’s (Chapter 9) case study for this assignment. 
   Write a 5–7 page paper in which you:
   1. Outline the talent management program that led to success for the company.
   2. Identify the strengths of the program and how they led to goal accomplishment.
   3. Describe opportunities for improvement in the talent management planning process.
   4. Create at least two more effective approaches to meet the talent management challenges in the future.
   5. Use at least five quality academic resources in this assignment. Note: Wikipedia and other websites do not quality as academic resources.
   6. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.
      The specific course learning outcome associated with this assignment is:
   • Develop new approaches for meeting the talent management challenges of a company.
2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

 

Details:

Many theories and intervention techniques in performance psychology have a cognitive-behavioral approach. The interactional model of personality which describes behavior as the sum of personality (p), the environmental situation (s), and the interaction (i.e., Behavior = P + S + P x S) is generally a better predictor of success than the environmental situation or the personality alone. However, in many situations the environmental conditions are so influential that the stable personality characteristics will have little effect. This is known as the personality paradox. In this assignment, you will discuss the Cognitive Affective Processing System as a way of explaining both the personality paradox and how a performer’s personality interacts with the environment to produce a behavioral response.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

Directions:

Write an essay (1,250-1,500 words) in which you will discuss the Cognitive Affective Processing System as a way of explaining both the personality paradox and how a performer’s personality interacts with the environment to produce a behavioral response. In your paper, include the following:

1. An explanation of how the personality paradox might occur.
2. A discussion of the Cognitive Affective Processing System as a way of explaining the personality paradox.
3. A discussion of the Cognitive Affective Processing System as a way of explaining how the performer’s personality interacts with the environment.

     

“Recitatif,” by Toni Morrison 

1. How does Roberta remember the Maggie incident differently from Twyla?  Why does Twyla find this disturbing?

2. Under what circumstances do Roberta and Twyla have their most hostile meeting?

3. The author does not clearly indicate the racial identity of the two girls, i.e., who is black, and who is white.  In a story that gives much descriptive detail, how do you explain this omission?

“The Red Convertible,” by Louise Erdrich 

4. What talent does Lyman say he always had?

5. What does Lyman imply when he says that even when Henry returned from Vietnam, “for him it [the war] would keep on going”?

6. Why does Lyman deliberately trash the red convertible?

7. How is it clear that Henry is not trying to save himself?  What do his final words indicate?

“Why I Live at the P.O.,” by Eudora Welty 

8. Why is Sister (the narrator) skeptical about Stella-Rondo’s claim that her two-year-old daughter is adopted?

9. What evidence does the story give to justify Sister’s belief that “the whole entire house [is] on Stella-Rondo’s side and turned against [her]”?

10. What action of Uncle Rondo’s finally leads Sister to move out?  What does Sister do prior to moving out?

Extra credit: These three stories all deal with complex relationships between siblings or friends.  Does the relationship improve or deteriorate as each story progresses?  Are the relationship conflicts ultimately resolved in these stories?  Refer specifically to each story.

  How do beta-blockers work? What exactly do antibiotics do to the bacteria they target? What effects does an anti-depressant have on blood flow?Questions like these are related to the underlying pharmacokinetic and pharmacodynamic processes of pharmacotherapeutics. As an advanced practice nurse, understanding these fundamental pharmacotherapeutic concepts is important to ensure that the prescription drugs you recommend for your patients will be safe and effective to treat and/or manage their symptoms. Additionally, as the advanced practice nurse, it is your responsibility to ensure that when prescribing prescription drugs, you adhere to the ethical and legal principles set forth for prescribing drugs as an added layer of protection and safety for the patients you will treat.This week, you will analyze factors that may influence pharmacokinetic and pharmacodynamics processes of a patient and assess the details of a personalized plan of care that you develop based on influencing factors and patient history. You will also evaluate and analyze ethical and legal implications and practices related to prescribing drugs, including disclosure and nondisclosure, and analyze the process of writing prescriptions to avoid medication errors. 

Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier. Chapter 1, “Prescriptive Authority” (pp. 1–3) Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 4–7) Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 8–12) Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 13–33) Chapter 5, “Adverse Drug Reactions and Medication Errors” (pp. 34–42) Chapter 6, “Individual Variation in Drug Response” (pp. 43–45)

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767 American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm This website outlines the code of federal regulations for prescription drugs.

Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.legalsideofpain.com/uploads/pract_manual090506.pdf This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html This website details key aspects of drug registration.

Fowler, M. D. M., & American Nurses Association. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements: Development, Interpretation, and Application (2nd ed.). Silver Spring, Maryland: American Nurses Association.

This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

This article provides NPs with information regarding state-based laws for NP prescribing.

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association ofNursePractitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446

The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples. At least 2 citations APA format 7th editionFUOne patient case from my experience that addresses the principles of pharmacokinetics and pharmacodynamics is where my patient was a 55 years old female, of African American decent, had a history of diabetes, hyperlipidemia, and hypertension. The patient was presented to our hospital with severe nausea, vomiting and abdominal pain. Assessment and lab work showed the patient’s blood glucose was 605mg/dL, HgA1C 8.5%, cholesterol 180 mg/dl, weight 290 lbs, height 68inches, BP 90/75, pulse 118, Respiration 23 bpm. Patient stated she had been very stressed lately and had mostly been dining out at fast-food restaurants and has not had the time to exercise. Patient had been prescribed insulin however, she stated she has not been checking her blood glucose level like she should have. This patient was presenting with symptoms of diabetic ketoacidosis (DKA). DKA is a medical emergency that occurs when the body is unable to produce adequate insulin to decrease blood glucose level and leads to the production of high levels of acids in the blood called ketones (Alshammari et. al., 2017). This was a medical emergency that required immediate intervention of fluid repletion and the administration of insulin. It also involved the frequent monitoring of patient’s vital signs, glucose levels, and electrolyte levels. Factors that might have influenced pharmacokinetics of insulin the patient was receiving are diet (eating fatty foods or foods high in carbohydrates increases glucose levels in the body), stress (cortisol increases insulin resistance), and lack of exercise. Eating a balanced diet decreases the likelihood that the patient will consume mostly foods high in fats and carbohydrates. When someone is stressed, the body produces stress hormones called cortisol which to a diabetic patient can significantly affect their health because it causes the body to release more glucose and to become resistant to the insulin the patient needs to reduce that blood glucose to a healthy level (Alshammari et. al., 2017). Exercise redistributes and lowers the blood glucose level. It could cause patients to go into hypoglycemia that is why it is important to check glucose levels before, during, and after exercise.The personalized care plan that I would develop for this patient would include; a Dietary and lifestyle change plan – here the patient will be educated on how to count her carbohydrates and caloric intake. The Center for Disease Control has dietary guidelines for the different age groups. The site also provides “My Food Diary” (CDC, 2019) a flow sheet to help individuals keep a day-to-day record of how much food is consumed for breakfast, snacks, lunch, and dinner. I would also recommend she exercise regularly but that to check her blood glucose before, during and after exercise. “The adoption and maintenance of physical activity are critical foci for blood glucose management and overall health in individuals with diabetes” (Colberg, 2016). Also, I would suggest she check her blood glucose before each insulin administration, as this may affect the dosage to be administered.

ReferencesAlshammari, A. A., Alahdal, L. M., Jawi, J. T., Alnofaie, H. A., Aldossari, N. A., AbdulazizAlassaf, H. M., Ramel, A. I., Almshikhess, S. H., Felemban, A. S., Alanazi, S. A., Joharji, R. N., Alzahrani, A. M. B., Almaghamsi, S. A. D., Alalawi, M. S. M., Alasmari, H. I., Abduljabbar, A. M., & alzahrani, A. fahad. (2017).

 First Line Management of Adult Diabetic Ketoacidosis Patients. Egyptian Journal of Hospital Medicine, 67(2), 571–577. https://doi-org.ezp.waldenulibrary.org/10.12816/0037808

Centers fo Disease Control and Prevention [CDC], 2019. Eating Out. Retrieved from https://www.cdc.gov/diabetes/managing/eat-well.htmlColberg, S.R., Sigal, R. J., Yardley, J. E., Riddle, M.C., Dunstan, D.W., Dempsey, P.C., … & Tate, D.F. (2016). 

Physical activities/exercise and diabetes: a position statement of the American Diabetes Association. Diabetes care, 39(11), 2065-2079