The Kern PREP staffing model is structured to facilitate the optimal delivery of CA PREP services. The Kern PREP Director (.10 FTE) will provide fiscal oversight, oversee SOW project activities, and monitor evaluation requirements. The director will supervise the Kern PREP team described below: • 1 FTE PREP Project Coordinator will assume the role of Kern PREP team lead. The coordinator, who is highly trained in the curriculum, will monitor program delivery, create and maintain the PREP implementation schedule, lead PREP Connect monthly calls and provide oversight of evaluation components (i.e., fidelity checks, SharePoint). In a technical assistance role, the PREP Project Coordinator will model program delivery, serve as a coach, and
at times team teach with health educators. In a community outreach role, the Coordinator will co-facilitate the Kern PREP Local Stakeholder Collaborative (LSC), coordinate community outreach and clinical linkage activities, attend regional collaborative meetings, and serve on the Kern County Department of Public Health: STD Community Action Team. • Under the supervision of the Project Director, 2.7 FTE Kern PREP Health Educators/Facilitators will implement either the Making Proud Choices (CA Edition) or Power Through Choices EBPM curriculum. In addition, the 2.7 FTE Kern PREP Health Educators/Facilitators will participate in community outreach activities, promote successful clinical linkages, and play an active role on the Kern County Department of Public Health: STD Community Action Team. The Kern PREP project will have six staff with a total FTE of 3.8. With a diverse staff and experienced Coordinator and Director, Kern PREP is adequately staffed and prepared to meet the goals and objectives of the Implementation Plan.
Gobias Industries is a company that is seeking to promote diversity amongst the organization and strives to be the best. However, it is seen that the company lacks certain criteria that may negatively impact them to the extent where they would need to shut down their facilities. The main issues Gobias Industries has faced is the harsh conditions employees have to work in that are most definitely safety hazards, Sexual harassment, and low retention rate. It is clear that Jim, Maria, Tracy and most of the employees are not satisfied with their experience with the company indicating that Gobias Industries must do something about it as soon as possible before they decide to leave as well. For this, we have analyzed the three main problems with
Student support teams develop and implement indluvailed plans for the students that are in need of tier 3 interventions. Students that many need tier 3 interventions is put into place when that child is struggling with their tier 2 supports. The school team determines whether the child needs to up their intervention to tier 3 or not. The school team hsa to review a progression monitoring data sheet before determining who is struggling and needs a referral to the tier 3 interventions. A tier ⅔ systems team comes into place when the child is in need of changing interventions. The ⅔ systems team helps create a student support team based of the child's needs. The student support team includes a content expert, someone who is familiar with the school system, individuals who are familiar with the students, and a member of the tier ⅔ systems team. The member of the ⅔ systems team is the main communication spokesman between the teams. Allowing this member to communicate for both teams allows the ⅔ systems team to listen or provided feedback and concerns, to secure tools or opportunities for
Introduction What does it mean to be an effective supervisor? Before taking this class, I thought that if a supervisor is able get their employees to work effectively, and efficiently, then the person is an effective supervisor. I didn’t realize until taking this class that supervisors do so much more. After learning more about the other tasks supervisors do like planning, being effective listeners, and motivating employees, I have a better understanding of effective supervision. I am aware that I have had supervisory experiences.
Conclusion Ultimately I did a much better job of implementing course material into my approach to leading the project team. Though no formal leadership role was established, I ended up becoming the “point-man.” Instead of viewing this reality as a burden (as I have been) I should make the most of the opportunity to better myself and potentially others. Additionally, and perhaps most importantly, I need to make sure that I am meeting and exceeding the demands that the group places on itself and demonstrate that I am motivated.
During the transition for ICD-10 Hardware and things like software and education will need to be highly organized and develop. The budget, which will replicate information collected during the evaluation phase and decisions made during the development phase, may need to include temporary staffing or referring services during the go-live execution
Rose, Harold. "Preface. "Orientation Guide for Newly Employed FR/YSC Coordinators." Morehead State University College of Education and Behavioral Sciences, May 1991: 1
The purpose of this paper is to address the issue of nursing staffing ratios in the healthcare industry. This has always been a primary issue, and it continues to grow as the population rate increases throughout the years. According to Shakelle (2013), in an early study of 232,432 surgical discharges from several Pennsylvania hospitals, 4,535 patients (2%) died within 30 days of hospitalization. Shakelle (2014) also noted that during the study, there was a difference between 4:1 and 8:1 patient to nurse ratios which translates to approximately 1000 deaths for a group of that size. This issue can be significantly affected in a positive manner by increasing the nurse to patient ratio, which would result in more nurses to spread the work load of the nurses more evenly to provide better coverage and in turn result in better care of patients and a decrease in the mortality rates.
The Site Coordinator works with the school staff and identifies students at risk of dropping out. Through assessing the school and student needs Site Coordinators establish community relationships with social service agencies, health care providers and volunteers.
Places advertisements, attends job fairs, however in this instance they will lead the in-house recruitment efforts. Interviews candidates and refers them to the appropriate clinical service. They are familiar with a variety of the field 's concepts, practices, and procedures. Relies on extensive experience and judgment to plan and accomplish goals. Performs a variety of tasks. May lead and direct the work of others. A wide degree of creativity and latitude is expected. Reports to the
Has to participate in the project management tasks like tracking of projects, scheduling of the projects and final report submission.
Program Coordinator Position Open: In search of a student who is able to multitask, lead a group, and think quickly on their feet. Good listening and support skills are also necessary. The ability to do quality work under pressure and time constraints is expected in this position. Program Coordinators are responsible for assisting in executing the daily leadership activities, providing guidance and support to student participants throughout the week and ensuring the safety of students through the proper enforcement of the program’s student conduct rules. A Program Coordinator must lead through example and serve as a positive role model throughout the week. On top of everything stated, the Program Coordinator must actively seek to engage students, promote a supportive environment and have fun!
These responsibilities include ensuring that the HSE is notified with the signed F10 of the project. If there are more than one designers on the contract, e.g. An interior designer or a structural designer, the CDM Coordinator needs to ensure that there is coordination and cooperation between the designers. In their role they also need to ensure there is good communication between the clients, designers and the contractors, as well as making sure the health and safety file is kept up to date and maintained. Advising and assisting the client is important and also to check the health and safety file is prepared and given to the client.
First, let’s discuss tools I obtained during the Facilitative Leadership class which I will utilize when I return to the unit. One important aspect I will implement is the delegation of duties during a meeting to keep the group involved. According the “Performance Improvement Guide” an effect meeting group should be comprised of a Timekeeper, Scribe, Recorder, Co-Facilitator,
One example of my leadership experience includes my role as Program Director for Acceleration Academy at Malcolm X Shabazz High School, a school for over-aged and under-accredited students. As director, I managed the overall operations of the academy including student discipline, team building, staff development, scheduling, and curriculum development and assessments. Other examples of my professional experiences in educational leadership include my role as the Innovative Zone Coordinator where I created curriculum modules for traditionally-marginalized students, lead professional development workshops on best practices in such areas as project-based learning, technology integration, and standards-based instruction. In this capacity, I also had the opportunity to pilot innovative approaches to learning in all content areas, mentor and coach teachers, write grants, and develop and maintain data reports on key academic