Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay

Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay. Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay.


You’ll complete this assignment in several steps:

1. First, open the files you submitted in Units 7, 8, and 9 and use the ‘Save As’ command in each of these programs to rename your file using the following standard: YourLastName_YourFirstName_revised. For example, Street_Rhonda_revised.docx for the Word file. The computer adds the file extension for you automatically.

2. Second, carefully consider the feedback your instructor gave you for these assignments in the previous units and incorporate the suggested changes into the newly-renamed files. Save all changes.

3. Third, review the instructions for these exercises again, making sure you’ve completed all of the steps. While feedback from an instructor or peers in an academic setting is essential for success, ultimately, it’s up to you, the creator, to make sure the work meets standards. If you make changes during this step, be sure to save your work.

4. Fourth, create a new Word document named YourLastName_YourFirstName_summary.docx. In 250 -300 words, address one of the two following prompts:

If you made changes to your files for this assignment, detail what changes you made. Discuss the importance of the revision process in academic work. Also, identify two tools from this unit (e.g., Grammarly, Track Changes, Spell Check) that could help you with revising your academic work. How could each of these tools assist you in refining your work?
If you didn’t need to make changes to your files for this assignment because you scored perfectly on each assignment in the initial units, explain to your reader the importance of revision in the academic setting and what steps you undertook in the initial units to make sure your project received high marks. Also, identify two tools from this unit (e.g., Grammarly, Track Changes, Spell Check) that could help you with revising your academic work. How could each of these tools assist you in refining your work?
This part of the comprehensive project should be written in paragraph form, with proper grammar, spelling, and mechanics.

week 7 doc too much space better title of paper and my name wrong apa format needed to be apa format 7 no title heading on page 1

week 8
1) On the data sheet, you are missing the extra row within the middle of your sheet.
2) You did not name the workbook/assignment correctly.
week 9 presentation
no feedback from instructor[supanova_question]

Clinical Assessment sheet Clients name: Age, gender, race: Chief Complaint: History of

Clinical Assessment sheet

Clients name: Age, gender, race:

Chief Complaint:

History of Present Illness:

Psychiatric symptoms

Substance use

Suicidal thoughts

Current services



Other (e.g. hospital, outpatient, case management)

Past Mental Illness History:

Past psychotherapy, type, duration, and effectiveness

Past psychiatric medications, dose, duration, and effectiveness

Hospitalizations, outpatient, other services

Medical History:

Any medical or surgical history, present and past


Current medications and other treatments

Social History:


Living arrangement

Family of origin/upbringing





Family Genetic History:

Anyone in biological family with mental illnesses, suicide attempts, hospitalizations, medication trials that did or did not work

Mental Status Exam:







Thought process: (e.g. rapid, slow)

Thought content: (hallucinations, delusions, suicidal thoughts, cognitive distortions, etc.)

Insight and judgment:

Formal mental status exam (if necessary):

Lab/radiology exams:

If any have been done


General discussion and summary



Biological intervention(s): Medications, TMS, deep brain stimulation, etc.

Psychological intervention(s): Cognitive behavioral, Dialectical behavioral therapy, specific therapies listed in chapters and Power Points, etc.

Social/cultural intervention(s): Group therapy, housing, laws, systems, education, school interventions, etc.

Further work-up (if necessary):

Etiology discussion (the biological, psychological, and social etiologies will vary in degree depending on the disorder)

Biological aspects of the disorder

Psychological aspects of the disorder

Social aspects of the disorder[supanova_question]

Lecture notes provided by professor. Class 6 The last quarter of the

Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay Lecture notes provided by professor.

Class 6

The last quarter of the 18th century and the first three or decades of the 19th century are sometimes referred to as the age of revolutions. The American Revolution of 1776 inaugurated an extended period of rebellion and regime change. Before that revolution had culminated in the ratification of the Bill of Rights, two other interrelated revolutions were under way. One in France and one in Haiti. Both occurred within the French Empire. One transformed that global power. The other culminated in independence from it.

Together, the American, French, and Haitian revolutions transformed Atlantic understandings of empire, rights, governance, and constitutionalism. The American Revolution showed that colonists of European descent could found and maintain a republic more democratic than the empire from which they split. It transformed notions of the sovereignty of the people from theory to what is now the longest-running experiment in popular governance in the world. The French Revolution went further in some ways. Unfolding in the heart of Europe, it eventually overthrew a monarchy, moved to upend society, placed ambitious declarations of universal rights at the forefront of its movement, and aimed to spread its innovations. The Haitian Revolution was more dramatic still. The largest and only successful slave revolt that the Atlantic World has ever known, it involved men and women uprooted from diverse parts of Africa and condemned to bondage rising up across divisions of ethnicity, language, and culture to overthrow what had once appeared to be an almost invincible regime of oppression. In its place, they would found the black nation of Haiti, which remains the second-oldest independent nation in the Americas to this day. Slavery would never seem inevitable again.

[Slide: Map of French Empire circa 1754]

In tracing these events, we will mostly move back and forth between France, especially Paris, and Haiti. To provide some background, here is a map of the French empire from just before the French and Haitian revolutions began and just before the American Revolution culminated in ratification of a new Constitution. The key thing to notice is that France controls this portion of this island here, known at the time as Saint-Domingue. That portion of the island is today called Haiti. The remainder of the island is today the Dominican Republic. Saint Domingue was sometimes referred to as the Pearl the Antilles because of the enormous wealth produced there through the cultivation of sugar. Recall that slavery was central to the profitability to southern portions of the new United States. It was also producing profits for England on the island of Jamaica, right there. But the model for wringing profits from slave-based agriculture was Saint-Domingue.

[Slide: Drawing of a sugar plantation from DuBois’ book, Avengers of the New World]

Slavery in Saint Domingue was as brutal as it was profitable. During the 18th century, nearly 800,000 slaves were placed onto ships headed for the island. Perhaps 100,000 of them died en route during the brutal middle passage. By 1790, nearly 50,000 slaves were arriving each year. In total, Saint Domingue accounted for about 10% of the total trans-Atlantic slave trade. Yet despite nearly 1MM slaves in total reaching Saint Domingue by the end of the 18th century, only half that number resided on the island as slavery gave way to uprising. The problem, one woman remarked, was that “They are always dying.’ In fact, half of new arrivals died within a few years. On some plantations, half of newborn slave children died before reaching adulthood. Death rates among slaves were nearly twice as high as birth rates. Planters calculated that it was more profitable to work slaves to death and buy new ones than to invest in adequate food, clothing, medical care, and working conditions.

The society that formed around slavery was far from monolithic. The most powerful members were the landowners, for land meant agriculture, which meant profit. Slaves, and eventually everyone on the island, called these men the blanc blancs, or the white whites. Other white residents were known as the petit whites. Such men might act as overseers of slaves. Finally, there were free people of color, including some who had served in the American Revolution.

By necessity of occupying an astoundingly vulnerable position, slaves became expert at finding ways to negotiate their situation. They developed and defended customary rights, most importantly that to a small garden plot of land. They gained permission to go to town occasionally, socialize, worship, keep profits from their garden plots, and buy and retain occasional possessions. Smaller numbers of slaves simply ran away, joining bands in the mountains who raided plantations. Owners and their agents understood the danger of slave autonomy and were careful to take steps to counteract it. Public whippings, at times supplemented with tortures like burning and rubbing salt into wounds were calculated to cow observers as much as offenders.


[Slide: Book cover of Peter McPhee’s The French Revolution, 1789-1799]

As slaves in Saint Domingue suffered and maneuvered, a revolution began in France. The underlying causes of the revolution were complex and remain subjects of intense debate among historians. But the basic events can be briefly summarized. In April 1789, an Estates General that King Louis XVI had called began meeting in Versailles. Estates General were rare events where the three non-royal estates in France – the clergy, the nobles, and the Third Estate of the people – met at the same time. Property restrictions on the franchise and indirect voting by which the people chose delegates who then chose the deputies to the Estate resulted in relatively elite non-nobles filling the Third Estate. Members of the Third Estate soon discovered that they were largely united in opposition to absolutism and privilege, both of which were strong currents in monarchical and quasi-feudal France. As liberal members of the other estates began to join the meetings of the Third Estate, Louis ordered the deputies from all the estates to gather together in the assembly of the Third Estate. But this apparent victory masked a likelihood that Louis would simply dismiss the Assembly. That result was avoided by an uprising in Paris among the working people, most of whom had not been permitted to participate in choosing deputies to the Third Estate. This uprising included the storming and taking of the Bastille, the prison in Paris where political prisoners were held. As news of this unprecedented challenge to royal and noble authority spread, village militias throughout France turned on local nobles and sought to dismantle the feudal system. The revolt came to be known as the Great Fear.

[Slide: Historical Image of French Assembly circa 1789]

This popular uprising reinvigorated the Assembly, which abolished serfdom, feudalism, and unpaid labor, and planned to render taxation more equitable. Then, on August 27, 1889, the Assembly enacted the Declaration of the Rights of Man and Citizen. Its language suggested that all human beings possessed a broad set of inalienable rights. You’ll recall that the Declaration of Independence, Constitution, and Bill of Rights in the United States also employed soaring, universal declarations of the self-evident rights of man. There, those claims had coexisted with slavery. Although all recognized the contradiction, the U.S. Constitution permitted and even strengthened the institution of slavery. In the early days of the French Revolution, it remained highly uncertain what policy France would take toward slavery in its imperial possessions. More broadly, it was unclear whether the universal rights and civic equality that the Declaration promised in universal terms would extend to women or the property-less.

Yet the Declaration promised to reshape French society, and it was to that the Assembly turned. By mid-1791, Louis had become disgusted with the resolution, which had altered church structure and limited his own power. On June 21, he repudiated the direction that the Revolution had taken and fled Paris. Six days later, he was captured and returned to Paris, a humiliating reversal. With little alternative, on September 14 Louis promulgated a new Constitution. France was a constitutional monarchy in which the king shared power with a legislature elected via a restrictive property franchise.

By 1791, Le Cap was the largest port in Saint-Domingue. Slavery had made Saint Domingue a place worth docking. Le Cap’s population rivaled Boston. The ships who passed through its harbor brought goods and news.

[Slide: Map of the Town of Le Cap, 1789]

As France turned toward revolution, planters became fearful of the impact on their society. They sought to control the flow of information into the colony, clearly aware of how easily information could travel among plantations and slaves once unleashed. They also maneuvered in Paris to defeat attempts by representatives of free people of color in Saint-Domingue to gain equal rights. After gaining control of a key committee, they won passage of a March 1790 decree reaffirming the status quo. Far from a step toward emancipation, the early French Revolution had refused even to abolish racial distinctions among the free. To those who might have their eyes set on ending slavery, the decree declared that “all those who worked to incite uprisings against the planter will be declared guilty of crimes against the nation.” In response, a key political leader among Saint Domingue’s free people of color raised an armed force and demanded equal rights. He self-consciously compared himself to those of the Third Estate in France and the planters to the nobles and clergy whose views had been all but ignored during the revolution. The powers that be put down the revolt and tortured and executed its leader, heightening tensions between free whites and free people of color in Saint Domingue. Back in Paris, the brutal treatment alienated some from the planters’ cause but fell far short of ending support for slavery in Paris.

[Slide: Bay of Le Cap]

Although it is hard to reconstruct the origins of the Haitian Revolution, it appears that nighttime meetings among slaves were underway by August 1791. At the final meeting, it seems that one slave repeated a rumor that the king had guaranteed slaves three free days each week, but that the planters had denied it to the slaves. If so, it would not be the first time that the king had decreed better treatment for slaves that the planters failed to implement. The rumor was not true, but the slaves were not wrong that they might be able to conjure up an alliance between the metropole and royalty with which to contest the power of the planters in Saint Domingue. It is worth noting that embrace of the king was not a rejection of the French Revolution. At this stage, France was a constitutional monarchy. Some sense that the insurgents attempted to reconcile these two authorities could be seen in one insurgent leader’s flag that decorated the tricolor flag of the revolution with the fleur-de-lis of the crown. Royal symbols also had two additional advantages. For many slaves, the most immediate resonance of kings were not European monarchies, but the religious and political leaders they had known in Africa and the slave leaders who had arisen in Saint Domingue and taken on the moniker of king. Also, the other half of the island, Santo Domingo, was under the control of the Spanish crown, so positioning themselves as defenders of royalism gave them space to ally with Spanish forces in future conflicts, which they eventually did. But for now, the revolution had yet to begin. On August 23, nearly 2,000 slaves rose up. As they moved between plantations killing whites, other slaves rose up. Soon, flames engulfed much of the northern plain.

[Slide: 1791 Uprising in St. Domingue]

As the years progressed, well over 100,000 former slaves took up arms. Here was a uniquely transcultural movement. Most were from Africa, and from many different regions. They arrived in Saint Domingue with diverse political, social, and religious experiences. Others had been born into slavery. All had interacted with whites, who were themselves a mix of Saint Domingue-born creoles, more recent arrivals from France, and immigrants from other parts of Europe. As this society overwhelmingly formed of relative newcomers came to take shape, it underwent what Sydney Mintz has called a process of creolization. Individuals grabbed onto, reshaped, and recombined the many cultural and social elements around them into something new – a Caribbean society that neither mirrored the cultures from which its population hailed nor simply represented some sort of a middle ground between them. Creolization was a creative and generative process that bestowed a new and unique society and culture on the world. The process operated differently and with different outcomes among differing sub-communities. And as if not dynamic enough already, it was repeatedly reinvigorated and unsettled by the wars, political upheavals, and new ideas constantly buffeting the island.

[Slide: Drawing of Burning of the Northern Plain]

It’s worth pausing a moment here to note how difficult the task of recovering the how of the Haitian revolution has been for historians. The slaves left few written records. Most of what we know about them comes from the observations and arguments of their enemies. Thus, historians have had to read documents “against the grain” to try and gain glimpses of the dynamics of the revolution. It is that hard work that makes this telling possible today. Many historians have contributed. We rely on Dubois, whose synthesis of prior work remains the definitive account.

[Slide: Front cover of Laurent Dubois’s Avengers of the New World]

As we return to France, we leave behind a slavocracy in crisis. Despite the common threat of the insurgency, the free population of Saint Domingue had not been able to unite. Free people of color continued to demand rights. As they pressed harder, whites reacted violently. One conflagration ended with whites indiscriminately slaughtering a town’s residents of colors. A fire then broke out and burned the entire town to ashes.


Back in France, new elections had brought new legislators to the assembly in late 1791. They soon ended the monarchy, eliminated the remaining vestiges of feudalism, and declared France a Republic. The convention understood their struggle to be one with significance for other countries too. The U.S. revolutionary Tom Paine, for instance, had been elected to a seat in the Assembly. The convention also deemed James Madison, Alexander Hamilton, and George Washington to be honorary French citizens for having “brought reason to its present maturity.”

The National Assembly in France realized that a divided free society could not survive in Saint Domingue. It now moved in mid-1792 somewhat closer to fidelity to its revolutionary ideals by granting men of color in the colony “equality of political rights.” If the goal was to preserve slavery, this was a sensible move as most free people of color in Saint-Domingue favored the continuation of slavery. Hence, the color line was abolished among the free. The line between freedom and slavery sharpened. Those in Saint Domingue of African descent subsequently held real political power. Planters came under attack in Paris as reactionaries. Ironically, the price of slavery had become racial equality.

[Slide: Historical image of the execution of King Louis XVI]

On January 23, 1793, the Assembly further eliminated the king from France, this time by executing Louis XVI.

Back in Haiti, two commissioners from the National Assembly in Paris arrived in le Cap in September 1792. Both were proponents of radical republicanism and opponents of slavery. They encountered a slave revolt that had discovered the language of the French Revolution, especially the Declaration of Rights of Man and Citizen. Insurgent leaders articulately pointed out the hypocrisy of French revolutionaries who pronounced that “men are born free and equal in rights” and held “natural rights” to “liberty, property, security, and resistance to repression” yet sought to prop up slavery. They deemed themselves the true representatives of revolutionary ideals and offered to lay down arms following emancipation and a general amnesty.

Once on the ground, the commissioners quickly consolidated power. They dissolved the colonial assembly in Saint Domingue, which had not yet held an election in which free residents of color participated. In its place, they created a governing commission staffed in equal numbers by white residents and those of color over which they retained great power.

The execution of King Louis XVI sparked an inter-imperial war as Spain and Britain joined Austria in opposition to France. Suddenly, the numerous, experienced, and armed insurgents became crucial potential allies for all sides. Taking advantage of France’s unwillingness in previous years to end slavery, Spain recruited some insurgents to fight against the French. As white Saint-Domingue planters looked to a British takeover as a way to restore the society and privilege that was fast slipping away, the French commissioners from the National Assembly offered slaves in arms freedom to fight for the French empire. The immediate results were promising, but soon it became clear that a more dramatic offer was needed. With imperial power fractured and in conflict and insurgent slaves showing no sign of defeat, the commissioners became convinced that emancipation was inevitable. Hoping to channel and contain this torrent, they made a series of declarations that together abolished slavery throughout Saint Domingue on the ground that “the slavery of a single individual is incompatible with the principles of the Republic.”

[Slide: Painting of Haitian emancipation]

This emancipation was unprecedented. Modest groundwork had been laid in the northern United States where individual states had implemented gradual emancipations of their modest slave populations. But in Saint Domingue, hundreds of thousands slaves became citizens. And unlike in the United States, they were to be equal citizens regardless of race. This left the longer-free people of color who supported slavery little room to maneuver. The British had become the army of the planters, but they were unwilling to preserve the racial equality that the national Assembly had declared a couple years before. The commissioners’ plan worked. Insurgents began rallying behind the French Republic and the ideals to which it now more closely adhered and against the armies of Spain and Great Britain.

Back in Paris, the National Assembly was soon confronted with the commissioners’ decision to unilaterally end slavery in what had recently been its most profitable colony. After years of maneuvering to preserve slavery, the National Assembly now embraced the change that had been thrust upon it. It declared an end to the “aristocracy of the skin.” Without opposition, the Convention decreed slavery abolished throughout the republic. The insurgents had forced the commissioners to declare emancipation, which had brought the National Assembly to the same conclusion. The radicalism of the French Revolution had been realized.

Following emancipation, the insurgents generally aligned with the French republic. They successfully drove the Spanish and then the British from Saint Domingue. The slave revolt had succeeded.

Of course, the story did not end there. France was soon consumed by a counter-revolution, as Napoleon Bonaparte rose to power and declared himself emperor. In the early 19th century, he moved forcefully to reinstate slavery in the French colonies. Outside of Saint Domingue, the effort was a success. In nearby Guadalupe, for instance, slavery returned in 1802. It would not be again – and permanently – abolished throughout the French Empire until 1848. As Napoleon’s intentions became clear, the one-time insurgents again took up arms. Now they were joined by former slaves throughout the island, including many who had not fought before. As French troops arrived in droves, former slaves and disease struck them down in shocking numbers. Another wave of brutal warfare left the slave revolution safe, but the connection between Saint Domingue and France severed.

Haiti now stepped forward as an independent nation. Its new constitution eliminated the color line. All Haitians would be identified as black. Those willing to reject France and slavery could join it and its black race.

[Slide: Book cover for Ada Ferrer’s Freedom’s Mirror]

In an Atlantic world in which slavery was the norm, Haiti was more free even than those northern U.S. states that finally emancipated their relatively few slaves. When slaves escaped the U.S. South for northern U.S. climes, they were subject to return to their masters under the Fugitive Slave Clause to the U.S. Constitution. Haiti, by contrast, was free soil. Slaves who arrived there were automatically declared free by Haiti.

The collapse of Saint Domingue as a slave-based plantation system created opportunities for slave-based sugar production elsewhere. Cuba soon stepped into the breach. It was part of what is known as the second slavery, a nineteenth-century wave of regions that introduced or reinvigorated slavery as they stepped from the margins of the global economy to its center. The lower U.S. South was another such area.

In future years, Haiti loomed large in the Atlantic imagination, especially in the areas of second slavery. Slave masters and imperial agents envisioned the slaves they dominated through constant coercion as a tinderbox, always on the verge of a murderous uprising. As one Puerto Rican writer put it, perhaps their slaves would “come to form a multitude” that would strike as an “exterminating thunderbolt.” Slaves and their allies, by contrast, took inspiration rather than dread from the Haitian example. A different world was possible. Slavery was not impregnable. A black republic could and did exist. For generations to come, lessons of Haiti would circulate throughout the Atlantic World alongside the partially realized ideals of the French and American revolutions. They would provide a stable of constitutional ideas upon which activists in disparate corners would draw in seeking to alter constitutional meaning.[supanova_question]

2 2 Root-Cause Analysis and Safety Improvement Plan Your Name Your University



Root-Cause Analysis and Safety Improvement Plan

Your Name

Your University

Your Class

Instructor Name

Month, Year

Root-Cause Analysis and Safety Improvement Plan

Introduce a general summary of the issue or sentinel event that the root-cause analysis (RCA) will be exploring. Provide a brief context for the setting in which the event took place. Keep this short and general. Explain to the reader what will be discussed in the paper and this should mimic the scoring guide/the headings.

Analysis of the Root Cause

Describe the issue or sentinel event for which the RCA is being conducted. Provide a clear and concise description of the problem that instigated the RCA. Your description should include information such as:

What happened?

Who detected the problem/event?

Who did the problem/event affect?

How did it affect them?

Provide an analysis of the event and relevant findings. Look to the media simulation, case study, professional experience, or another source of context that you used for the event you described. As you are conducting your analysis and focusing on one or more root causes for your issue or sentinel event, it may be useful to ask questions such as:

What was supposed to occur?

Were there any steps that were not taken or did not happen as intended?

What environmental factors (controllable and uncontrollable) had an influence?

What equipment or resource factors had an influence?

What human errors or factors may have contributed?

Which communication factors may have contributed?

These questions are just intended as a starting point. After analyzing the event, make sure you explicitly state one or more root causes that led to the issue or sentinel event.

Application of Evidence-Based Strategies

Identity best practices strategies to address the safety issue or sentinel event.

Describe what the literature states about the factors that lead to the safety issue.

For example, interruptions during medication administration increase the risk of medication errors by specifically stated data.

Explain how the strategies could be addressed in safety issues or sentinel events.

Improvement Plan with Evidence-Based and Best-Practice Strategies

Provide a description of a safety improvement plan that could realistically be implemented within the health care setting in which your chosen issue or sentinel event took place. This plan should contain:

Actions, new processes or policies, and/or professional development that will be undertaken to address one or more of the root causes.

Support these recommendations with references from the literature or professional best practices.

A description of the goals or desired outcomes of these actions.

A rough timeline of development and implementation for the plan.

Existing Organizational Resources

Identify existing organizational personnel and/or resources that would help improve the implementation or outcomes of the plan.

A brief note on resources that may need to be obtained for the success of the plan.

Consider what existing resources may be leveraged to enhance the improvement plan?



Reference page should be double spaced throughout without extra spaces between entries.

Each reference page entry should be formatted according to APA 7 guidelines with a hanging indent as is seen here.[supanova_question]

1 Interdisciplinary Plan Proposal Write a brief introduction (2 to 3 sentences)


Interdisciplinary Plan Proposal

Write a brief introduction (2 to 3 sentences) to your proposal that outlines the issue you are attempting to solve, the part of the organization in which the plan would be carried out, and the desired outcome. This will set the stage for the sections below.


Describe what your plan will do and what you hope it will accomplish in one or two succinct sentences. Also, comment on how the objective, if achieved, will improve organizational or patient outcomes. For example:

Test a double-loop feedback model for evaluating new product risk with a small group of project managers with the goal of reducing the number of new products that fail to launch. This objective is aligned to the broader organizational goal of becoming more efficient taking products to market and, if successful, should improve outcomes by reducing waste.

Questions and Predictions

For this section ask yourself 3 to 5 questions about your objective and your overall plan. Make a prediction for each question by answering the question you posed. This helps you to define the important aspects of your plan as well as limit the scope and check its ability to be implemented.

For example:

How much time will using a double-loop feedback model add to a project manager’s workload?

At first, it will likely increase their workloads by 5 to 10 percent. However, as the process is refined and project managers become more familiar and efficient, that percentage will decrease.

Change Theories and Leadership Strategies

For this section, you may wish to draw upon the research you did regarding change theories and leadership for the Interview and Interdisciplinary Issue Identification assessment. The focus of this section is how those best practices will create buy-in for the project from an interdisciplinary team, improve their collaboration, and/or foster the team’s ability to implement the plan. Be sure that you are including at least one change theory and at least one leadership strategy in your explanation. Always remember to cite your sources; direct quotes require quotation marks and a page or paragraph number to be included in the citation.

Another way to approach your explanations in this section is to think through the following:

What is the theory or strategy?

How will it likely help an interdisciplinary team to collaborate, implement, and/or buy in to the project plan?

Make sure to frame this explanation within the organizational context of the proposed plan, that is, your interviewee’s organization.

Team Collaboration Strategy

In this section, begin by further defining the responsibilities and actions that represent the implementation of the plan. One strategy to defining this is to take a “who, what, where, and when” approach for each team member.

For example:

Project Manager A will apply the double-loop feedback model on one new product project for a single quarter.

Project Manager B will apply the double-loop feedback model on all new product projects for a quarter.

Vice President A will review the workloads of project managers using the double-loop feedback model every Thursday for one quarter.

After you have roughly outlined the roles and responsibilities of team members, you will explain one or more collaborative approaches that will enable the team to work efficiently to achieve the plan’s objective. As with the change theories and leadership strategies, you may draw on the research you conducted for the Interview and Interdisciplinary Issue Identification assessment. However, you are being asked to give a more in-depth explanation of the collaboration approaches and look at how they will help the theoretical interdisciplinary team in your plan proposal.

Another way to approach your explanations in this section is to think through the following:

What is the collaboration approach?

What types of collaboration and teamwork will best help the interdisciplinary team be successful?

How is the collaboration approach relevant to the team’s needs and will it help drive success?

Make sure to frame this explanation in terms of the subject of the plan proposal; that is, your interviewee’s organization.

Required Organizational Resources

For this section, you will be making rough estimates of the resources needed for your plan proposal to be successful. This section does not have to be exact but the estimates should be realistic for the chosen organization.

Items you should include or address in this section:

What are the staffing needs for your plan proposal?

What equipment or supplies are needed for your plan proposal?

Does the organization already have these?

If so, what is the cost associated with using these resources?

If not, what is the cost of acquiring these resources?

What access (to patients, departments, and so forth) is needed?

Are there any costs associated with these?

What is the overall financial budget request for the plan proposal?

Staff time, resource use, resource acquisition, and access charged?

Remember to include a specific dollar amount in your request.

After you have detailed your budget, make sure that you explain any impacts on organizational resources that could happen if your plan is not undertaken and successful. In other words, if the issue you are try to solve through your plan proposal persists or gets worse, what will be the potential costs to the organization?


Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay

Instructions You’ll complete this assignment in several steps: 1. First, open the files you submitted in Units 7, 8, Essay