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©2014 Walden University 1

HR005: Team Building and Conflict Management: Evaluate collaborative, team building, and conflict-management strategies when leading

interprofessional teams.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Sub-Competency 1: Apply principles of interprofessional teams to the selection of team members.

Learning Objective 1.1: Apply principles of interprofessional teams to justify the selection of specific members of an onboarding team.

Application of principles of interprofessional teams to justify the selection of specific members of an onboarding team is missing.

Strategic proposal identifies either less or more than five individuals to form an interprofessional onboarding team. Team members, identified in the strategic proposal, are not supported by use of principles of interprofessional teams to justify the selection of specific members of the onboarding team. Justification is not supported by academic/professional resources or the resources are not relevant.

Strategic proposal identifies five individuals to form an interprofessional onboarding team. Strategic proposal demonstrates appropriate uses of principles of interprofessional teams to justify the selection of specific members of the onboarding team. Justification is supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides industry examples to demonstrate in-depth insight about the principles of interprofessional teams and the selection of specific members of an on boarding team.

Learning Objective 1.2: Explain roles and responsibilities of the chief operating officer

Explanation of the roles and responsibilities of the COO and members of the onboarding team is missing.

Strategic proposal inaccurately explains one role and one responsibility for the COO and each member of the onboarding team.

Strategic proposal clearly explains one role and one responsibility for the COO and each member of the onboarding team.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal clearly explains two additional

 

 

 

©2014 Walden University 2

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

(COO) and members of the onboarding team.

Roles and responsibilities are not aligned to leverage strengths of each member.

Roles and responsibilities are aligned with the individuals’ strengths as related to their position in the organization.

roles and responsibilities for the COO and each member of the onboarding team. Strategic proposal provides insight into why specific responsibilities were assigned to those specific members.

Sub-Competency 2: Evaluate team building concepts in order to build effective teams.

Learning Objective LO 2.1: Outline a team-building plan.

Outline of a team-building plan is missing.

Strategic proposal incorrectly or partially outlines a team-building plan. Response is not supported by academic/professional resources or the resources are not relevant.

Strategic proposal effectively outlines a team building plan. Response is supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal infers how to sustain the team- building plan.

Learning Objective 2.2: Analyze potential challenges in the process of creating an effective onboarding team.

Analysis of potential challenges in the process of creating an effective onboarding team is missing.

Fewer than three challenges are analyzed. Challenges are vague and not aligned to the specifics of the case. Response is not supported by academic/professional resources or the resources are not relevant.

Three specific challenges are clearly analyzed that would impact effectiveness of an onboarding team. Response is supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Supports the challenges analyzed with examples from other organizations and/or additional literature citations.

 

 

 

©2014 Walden University 3

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective 2.3: Describe techniques used by the chief operating officer (COO) to address identified challenges.

Description of techniques to be used by the COO to identify, negotiate, and resolve conflicts is missing.

Strategic proposal vaguely describes one technique that will be used by the COO to address identified challenges. Techniques to address challenges are not supported by academic/professional resources or the resources are not relevant.

Strategic proposal clearly describes one technique that will be used by the COO to address identified challenges. Techniques are supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides insight on why a COO’s planning for identified challenges before engaging the team is important.

Learning Objective 2.4: Create an engagement plan to keep team members motivated.

Creation of an engagement plan to keep team members motivated is not described and is missing.

Strategic proposal includes an inappropriate, unclear, or ineffective engagement plan that will keep team members motivated. Engagement plan is not supported by academic/professional resources or the resources are not relevant.

Strategic proposal includes a cohesive and effective engagement plan to keep team members motivated. Engagement plan is supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides insight into why keeping team members motivated is important.

Sub-Competency 3: Summarize principles of group dynamics in order to effectively onboard teams and achieve organizational goals.

Learning Objective 3.1: Apply principles of group dynamics to manage conflict and engage an organization to achieve a goal (i.e., implementation and

Application of principles of group dynamics to manage conflict and engage an organization is missing.

Strategic proposal applies less than two principles of group dynamics to manage conflict engage the organization, including Thomason Health System (THS) staff, in the implementation and

Strategic proposal clearly and accurately applies two principles of group dynamics to manage conflict and engage the THS staff in the implementation and adoption of EMRs.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides in-depth insight about group dynamics to manage conflict that engages the

 

 

 

©2014 Walden University 4

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

adoption of electronic medical records, called EMRs).

adoption of EMRs, or the principles are applied vaguely or inaccurately.

organization’s stakeholders. (i.e., CEO, board, external and internal)

Learning Objective 3.2: Identify strategies to address resistance by members of an organization.

Identification of strategies to address resistance by members of an organization is missing.

Strategic proposal vaguely identifies less than two relevant strategies to address resistance by members of an organization. Strategies are not supported by academic/professional resources or the resources are not relevant.

Strategic proposal clearly identifies two relevant strategies that can be used to address resistance to EMRs in the scenario. Strategies are supported by relevant academic/professional resources.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides insight about the potential consequences of not addressing staff resistance.

Learning Objective 3.3: Create a plan for assessing the effectiveness of an onboarding team.

Creation of a plan for assessing the effectiveness of an onboarding team is missing.

Plan for assessing the onboarding team’s effectiveness does not include an assessment for 3 months, 6 months, or 1 year.

Strategic proposal creates a clear plan for assessing the effectiveness of the onboarding team will be assessed in 3 months, 6 months, and 1 year.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides more than one method of assessing the effectiveness of the onboarding team. Strategic proposal provides insight into why different assessments may be necessary during the designated time period.

 

 

 

©2014 Walden University 5

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective: 3.4: Create a plan for assessing staff engagement in the adoption of electronic medical records (EMRs).

Creation of a plan for assessing staff engagement in the adoption of EMRs is missing.

Plan for assessing staff engagement in the adoption of EMRs does not include an assessment for 3 months, 6 months, or 1 year.

Strategic proposal creates a clear plan for assessing how staff engagement in the adoption of EMRs will be assessed in 3 months, 6 months, and 1 year.

Demonstrates the same level of achievement as “2,” plus the following: Strategic proposal provides more than one method of assessing the engagement and adoption of EMRs by the organization. Strategic proposal provides insight into why different assessments may be necessary during the designated time period.

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.

Learning Objective PS 1.2: Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.

 

 

 

©2014 Walden University 6

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective PS 1.3: Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.

APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.

Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.

Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.

Vocabulary and tone have limited relevance to the audience.

Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.

PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.

Learning Objective PS 5.1: Analyze assumptions and fallacies.

Analysis of assumptions is missing.

Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.

Response generally assesses the reasonableness of assumptions in a given argument. Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.

Response clearly and comprehensively assesses the reasonableness of assumptions in a given argument. Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.

 

 

 

©2014 Walden University 7

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.

Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.

Response presents and discusses key assumptions in an original argument.

Response justifies the reasonableness and need for assumptions in an original argument.

Learning Objective PS 5.3: Assess multiple perspectives and alternatives.

Assessment of multiple perspectives is missing.

Response does not identify nor adequately consider multiple perspectives or alternatives.

Response identifies and considers multiple perspectives and alternatives.

Response justifies selection of chosen alternative relative to others.

Learning Objective PS 5.4: Use problem-solving skills.

Problems and solutions are not identified.

Response presents solutions, but they are ineffective in addressing the specific problem.

Response presents solutions that are practical and work in addressing the specific problem.

Response presents compelling supporting arguments for proposed solutions.

PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.

Learning Objective 6.3: Synthesize data to create an effective graphic interpretation.

Graphic is missing. Graphic is incomplete or ineffective in its presentation of data.

Data are synthesized appropriately and presented in an effective, informative graphic.

Data are synthesized critically and presented in an effective, informative, and visually impactful graphic.

 
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