HRM 635 Acquiring Employees
Grand Canyon University HRM 635 Acquiring Employees-Step-By-Step Guide
This guide will demonstrate how to complete the HRM 635 Acquiring Employees assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for HRM 635 Acquiring Employees
Whether one passes or fails an academic assignment such as the Grand Canyon University HRM 635 Acquiring Employees depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for HRM 635 Acquiring Employees
The introduction for the Grand Canyon University HRM 635 Acquiring Employees is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for HRM 635 Acquiring Employees
After the introduction, move into the main part of the HRM 635 Acquiring Employees assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for HRM 635 Acquiring Employees
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for HRM 635 Acquiring Employees
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Needs Assessment Matrix
The following is a needs assessment matrix that was performed in my organization. The matrix identifies the different departments that were assessed, their required functions, employee/department needs, jobs/tasks, and current trainings. The matrix guides the identification of interventions to improve the overall organizational performance by addressing the diverse needs of the departments and staff.
| Department | Required Functions | Department or Employee Needs | Jobs or Tasks | Current Trainings |
| Medical-surgical | Patient assessment and management
Provision of emergency medical and surgical operations Provision of care to critically ill patients |
Training
Staff shortages (registered nurses) Scarcity of medical supplies |
Patient assessment
Patient education Medication administration Inter-professional collaboration Emergency management of health problems Documentation and coordination of care (DeNisco, 2019). |
None |
| Maternity | Care of pregnant mothers
Delivery of newborns Management of emergency obstetric issues Health education for pregnant mothers and their families |
Staff shortage (registered nurses)
Lack of training opportunities on current issues in obstetrics |
Patient assessment
Management of emergency conditions Patient education Medication administration Documentation Maintenance of records Coordination of care (Cooper & Gosnell, 2018). |
Advanced life support in obstetrics |
| Laboratory | Laboratory investigations such as complete blood count
Specimen processing Undertaking clinical experiments |
Staff shortage | Sample collection
Specimen storage Specimen analysis Monitor tests and procedures Perform scientific experiments Participate in continuous professional development |
None |
Overall, the performed needs assessment identified issues that should be addressed in the organization. The most evidence issue in the assessment is staff shortage, which may affect quality, safety, and efficiency of care. In addition, the organization does not provide training programs to improve practice competencies of its staff. Therefore, the results of the needs assessment will guide the interventions to be adopted in the organization.
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References
Cooper, K., & Gosnell, K. (2018). Foundations and Adult Health Nursing E-Book. Elsevier Health Sciences.
DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession: Essential Knowledge for the Profession. Jones & Bartlett Learning.
Organizations have different needs that vary with their type, people, workplace demands, and other factors. One of the consistent needs is employee training since job demands change, necessitating skill development. A needs’ assessment is a crucial tool for determining whether employee training is needed (Niles, 2019). The purpose of this paper is to provide the needs assessment results and a job analysis for a position in the organization.
Needs Assessment Matrix
| Department | Required Functions | Department or Employee Needs | Jobs or Tasks | Current Trainings |
| Education department | A service-line approach to teaching | Medical-surgical educator | Content teaching in critical care, emergency care, and perioperative services, etc.
Foundational duties: teaching basic life support (BLS) advanced cardiac life support, etc. |
Communication essentials, emergency, critical care, etc. |
| Rehabilitation department | Blending physical medicine and rehabilitation | Advanced/specialized training on physical medicine and rehabilitation | Speech therapy, occupational therapy, physiotherapy | Vocational training |
| Human resource department | Employee development centered on motivation and retention | Resilience and self-care opportunities | Employees’ needs assessment, organizing appropriate training, and developing opportunities for development | Resilience training, motivation, adaptability, and communication.
|
| Pharmacy department | A tech-based approach to medication administration
|
Technology adoption in drug administration and professional communication | Guiding employees on technology adoption, risk avoidance, efficient delivery, etc. | Medication confirmation, barcode use, etc. |
| Nutritional/dietary department | Need-based nutrition planning | Dietary/nutrition specialist responsible for food service.
Health teaching specialist |
Health teaching on proper diet upon discharge
Food service management |
Healthy eating, healthy living |
Job Description
Like other organizations, health care facilities require adequate and qualified staff in every position. Adequate staffing is critical to quality patient care since it ensures that patients get ready and expert support when needed (Haegdorens et al., 2019). The staff should also be motivated, aware of patient needs, and embrace change. Adequate staffing also prevents burnout and loss of morale (De Oliveira et al., 2019; Hancock et al., 2020). As illustrated in the needs assessment matrix, the organization has various departmental needs that would be better addressed by hiring the appropriate personnel. The personnel will be pivotal in providing expert opinions on different aspects of care, helping in employee development, and introducing new approaches to decision-making and organizational growth.
The need for a medical-surgical educator seems more urgent than other job positions. To achieve the much-needed change in the hospital, there needs a service-line approach to teaching where an expert will specialize in a specific service line. This implies that the educator will be dealing with a specific education line such as critical care, emergency care, maternal-child care, or perioperative care, among other areas. As a result, the education role in the education department will not be a general responsibility to conduct education programs but to focus on a specific area to achieve the best results.
The medical-surgical educator will also have foundational duties such as teaching basic life support (BLS), pediatric advanced life support (PALS), and advanced cardiac life support (ACLS). Other roles include developing and updating educational programs to address current and emerging departmental needs. Excellence in this role is expected to make the education department more productive in terms of empowering health care professionals and creating an informed patient population. Challenges hampering patient care are expected to reduce significantly.
Conclusion
A needs assessment evaluates departmental needs to determine whether employees need some training. Such training could be organization-wide or focus on employees’ inadequacy. The needs assessment shows various areas where training is needed. However, the position of a medical-surgical educator should be the priority area.
References
De Oliveira, S. M., de Alcantara Sousa, L. V., Gadelha, M. D. S. V., & do Nascimento, V. B. (2019). Prevention actions of burnout syndrome in nurses: An integrating literature review. Clinical Practice and Epidemiology in Mental Health: CP & EMH, 15, 64. https://doi.org/10.2174%2F1745017901915010064
Haegdorens, F., Van Bogaert, P., De Meester, K., & Monsieurs, K. G. (2019). The impact of nurse staffing levels and nurse’s education on patient mortality in medical and surgical wards: An observational multicentre study. BMC Health Services Research, 19(1), 1-9. https://doi.org/10.1186/s12913-019-4688-7
Hancock, J., Witter, T., Comber, S., Daley, P., Thompson, K., Candow, S., … & Kits, O. (2020). Understanding burnout and moral distress to build resilience: A qualitative study of an interprofessional intensive care unit team. Canadian Journal of Anesthesia/Journal canadien d’anesthésie, 67(11), 1541-1548. https://doi.org/10.1007/s12630-020-01789-z
Niles, N. J. (2019). Basic concepts of health care human resource management. Jones & Bartlett Publishers.