Od Interventions

Sensitivity is an area of development for my former supervisor. The representatives that were more extrovert, and were more willing to connect on a personal level were promoted.

Launching positive and results oriented strategies, the OD was able to: (1) develope team improvement presentations to the TCVP; (2) organize union team meetings; (3) develope creative newsletters; (4) institute feedback emails establishing improvement behaviors concerning all departments through agreed upon meetings; and finally (5) establishing report with the employees and unions to formulate effective strategies. All the while, the HRD and the PM refused to allow productive growth and thus attempted to terminate the OD employment. However, the TCVP prevented that

The group-response technique allows students to immediately respond as to whether they understand or not in a non-threatening manner. This technique instructs the students to respond to the question, “Do you understand?” or “Do you know the answer to this question?” by immediately raising their hand with one finger pointed for a positive answer and two fingers for a negative one (Verma & Martin-Hansen, 2008). By quickly scanning the room, the teacher knows whether to elaborate more on the concept or to move on to another topic (Verma & Martin-Hansen, 2008). This is beneficial because all students are required to respond, and it gives the teacher immediate feedback on the appropriate next step (Verma & Martin-Hansen, 2008). Additionally, it is a non-threatening method that eliminates student embarrassment while giving the teacher a glimpse into students’ understandings to utilize later in peer coaching (Verma & Martin-Hansen, 2008).

Assessment of the Client. The role of assessment is vital for case conceptualization and treatment interventions (Briere and Scott, 2013). As such, signs and symptoms stemming from the episodes of traumatic events cannot be precisely treated if there are not diagnosed. More so, this clinician’s first task will be to conduct a comprehensive and informed diagnosis evaluation, as this step will enable this clinician in developing and formulating interventions that is best suited in addressing this client’s specific needs (Briere and Scoot, 2013). In assessing this client, during the intake session/clinical interview questions such as present and/or past trauma history, dissociative disorder, and posttraumatic stress disorder symptoms where included.

Phase 2: Experimental group training 2. During this phase, only the experimental group will meet to perform a second round of training using CN. The teachers will use the same sample topic and administer the lecture, only this time the teachers will not stop or answer questions during the note-taking session. Once the lecture is completed, the students will pair up with a partner to review their notes and make adjustments to their notes as needed. Then, the classes with discuss their results from the partner time and make any further adjustments to their notes as needed based on the class discussion. The teacher will again collect the training notes for the researcher and answer any remaining questions as indicated.

Using two of the four forms of control (Knights and Wilmott, 2012) as a framework, use any of the material in Unit 2 to discuss the benefits and challenges of these methods of management. You should also explore the implications these managerial issues provoke in relation to your practice as a manager or as an employee.

helping her understand the processes that are dysfunctional through occupation engagement and attempting to change them. An approach to helping people is to consider being empathetic and validating their thoughts and feelings (MacRae, 2013). It would also be client centered with the social aspect by giving the client the opportunity to express to me when she is ready to engage in social activities and for how long.

modify this learning strategy adds to its practicality. Research in support of its efficacy has

According to the National Council on Alcoholism and Drug Dependence, an intervention is a thoroughly planned educational process with the ultimate goal of getting family members and close friends to hold a face to face dialogue with the target individual about his/her drug problem, alcoholism, or mental illness. This entire

The six interventions from the Olweus Research found in the diagram all seem doable and workable in any school setting. The three interventions that I think would work in our school are: helping the aggressive, youth change, empower bystanders and having staff spend time with students, especially those at risk.

In order to have a successful outcome to occur from an organizational development intervention the organization must be acceptable of change. The organization’s readiness must be evaluated. To evaluate the readiness for change a combination of three different measures will need to be implemented, which are observation, surveys, and interviews

Imagine you are an OD practitioner brought into DuPont at the time of the Orion manufacturing operation closure. Describe the steps you would take to help manage this change based upon action research.

Organization Development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency, and/or to enable the organization to achieve its strategic goals (2015, Wikipedia).

After anticipating a need for change, it is necessary for the OD practitioner to enter the system in order to develop a relationship with the client. The relationship is important because it is contingent upon the accomplishment or disappointment of the OD program. The practitioner aim is to initiate open

Effective identification of the presenting problem, clarifying the organizational issue, and correct selection of the relevant client will enable the Organizational Development practitioner to diagnose the organization.