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  • [Solved] FIN 320 Module Six Journal Guidelines and Rubric

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    ## FIN 320 Module Six Journal Guidelines and Rubric ### Overview Risk and return go together. You must understand this relationship to make informed financial decisions. This applies when you make personal investment decisions or when you’re investing excess cash for a business. In this journal assi…

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    ## FIN 320 Module Six Journal Guidelines and Rubric
    ### Overview
    Risk and return go together. You must understand this relationship to make informed financial decisions. This applies when you make personal investment decisions or when you’re investing excess cash for a business. In this journal assignment, you will explore the risk-return relationship when investing in stocks in both of these roles.
    ### Directions
    Write a journal discussing risk and return as it relates to investing in stocks.
    Specifically, you must address the following rubric criteria:
    – **Investment Risk:** Explain key risks associated with investing in stocks.
    – **Investment Return:** Discuss events that can cause the price of a stock to increase or decrease.
    – **Risk-Return Relationship:** Explain the relationship between risk and return and how this relationship affects stock-investment decisions. Use examples to support your claims.
    – **Reflection:**Describe how you would make stock-investment decisions in your:
    – Personal life: Investing for yourself
    – Professional life: Investing in a business
    ### What to Submit
    Your submission should be a 4- to 5-paragraph Microsoft Word document (not including title and resource pages) with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited using APA style.
    ### Module Six Journal Rubric
    CriteriaMeets Expectations (100%)Partially Meets Expectations (70%)Does Not Meet Expectations (0%)Value **Investment Risk** Explains key risks associated with investing in stocksShows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining in more detail the key risks associated with investing in stocksDoes not attempt criterion21 **Investment Return** Discusses events that can cause the price of a stock to increase or decreaseShows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing in more detail the events that can cause the price of a stock to increase or decreaseDoes not attempt criterion21 **Risk-Return Relationship** Explains the relationship between risk and return and how this relationship affects stock-investment decisions, using examples to support claimsShows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining in more detail the relationship between risk and return and how this relationship affects stock-investment decisions, using examples to support claimsDoes not attempt criterion22 **Reflection** Describes how personal stock-investment decisions would be made and talks about how the decision-making process would change if the decisions were being made for a businessShows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing in more detail how personal stock-investment decisions would be made and how the decision-making process would change if the decisions were being made for a businessDoes not attempt criterion21 **Clear Communication** Consistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Citations and Attributions** Uses citations for ideas requiring attribution, with few to no minor errorsUses citations for ideas requiring attribution, with major errorsDoes not use citations for ideas requiring attribution5 **Total:** 100%

  • [Solved] Nursing NEED ASSIGNMENT ON 8/7/2025 BY 8PM. PLEASE READ AND FOLLOW ALL INSTRUCTIONS AND ANSWER ALL QUESTIONS ON THE TEMPLATE

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    EVERYTHING SHOULD ONLY APPLY TO NEW YORK REGULATIONS, RESTRICTIONS, CERTIFICATIONS, AND LICENSURES FOR CERTIFIED NURSE MIDWIVES INSTRUCTION AND TEMPLATE ATTACHED. PLEASE USE ALL RESOURCES WITHIN NEW YORK ONLY \ CNMCERT.docx](https://www.sweetstudy.com/files/cnmcert-docx-10369265 "CNMCERT.docx") \ …

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    EVERYTHING SHOULD ONLY APPLY TO NEW YORK REGULATIONS, RESTRICTIONS, CERTIFICATIONS, AND LICENSURES FOR CERTIFIED NURSE MIDWIVES
    INSTRUCTION AND TEMPLATE ATTACHED.
    PLEASE USE ALL RESOURCES WITHIN NEW YORK ONLY
    \
    CNMCERT.docx](https://www.sweetstudy.com/files/cnmcert-docx-10369265 "CNMCERT.docx")
    \
    ASSIGNMENTINSTRUCTIONS.docx](https://www.sweetstudy.com/files/assignmentinstructions-docx-10369267 "ASSIGNMENTINSTRUCTIONS.docx")

  • [Solved] Developing a Nursing #5

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    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

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    Assignment Prompt & Instructions

    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

  • [Solved] Deliverable 2 – Cost, Quality and Access of Care

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    #### **Scenario** You are the senior clinical analyst for the Oakridge Health System. Oakridge Health System is comprised of Medicare-certified hospitals, home health, hospice, inpatient rehabilitation and long-term care facilities. The Chief Medical Officer (CMO) needs to identify a quality improve…

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    #### **Scenario**
    You are the senior clinical analyst for the Oakridge Health System. Oakridge Health System is comprised of Medicare-certified hospitals, home health, hospice, inpatient rehabilitation and long-term care facilities. The Chief Medical Officer (CMO) needs to identify a quality improvement initiative for the next fiscal year.   You are tasked to write a white paper outlining the quality of care for Medicare-certified hospitals across the country.
    #### **Instructions**
    Your white paper should include:
    Analyze your state (ANY STATE) and national health care quality based on the most recent year (2024) of data reported by Centers for Medicare & Medicaid Services.
    – Identify one quality measure from your analysis to recommend for an initiative.
    – Provide an evaluation of the quality measure outcomes using quality improvement principles that will support your initiative recommendation.

  • [Solved] PES Discussion Week 6

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    – Examine common and unique health problems in rural and urban populations. – Highlight best practices for engaging communities in plans for health promotion, disease prevention, and treatment to enhance well-being. Instruction: Discussion posts must be a minimum of 350 words initial, references mus…

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    – Examine common and unique health problems in rural and urban populations.
    – Highlight best practices for engaging communities in plans for health promotion, disease prevention, and treatment to enhance well-being.
    Instruction:
    Discussion posts must be a minimum of 350 words initial, references must be cited in APA format 7th Edition, and must include a minimum of 2 scholarly resources published within the past 3 years.

  • [Solved] Human Resource

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    I need your help – ## OrganizationalCultureasaToolforChange.pdf – ## TheNeedtoChallengeandMotivate.pdf – ## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf – Week5JWI556DonnaResponse.jpeg – Week5JWI556ShauntellResponse.jpeg – Week5JWI556Discussion.jpeg – JWI556Week5LectureNotes.pdf **#…

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    I need your help

    – ## OrganizationalCultureasaToolforChange.pdf

    – ## TheNeedtoChallengeandMotivate.pdf

    – ## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf

    – Week5JWI556DonnaResponse.jpeg
    – Week5JWI556ShauntellResponse.jpeg
    – Week5JWI556Discussion.jpeg
    – JWI556Week5LectureNotes.pdf

    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
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    **## TheNeedtoChallengeandMotivate.pdf**

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

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    **JWI556Week5LectureNotes.pdf**

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    **JWI556Week5LectureNotes.pdf**

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    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
    without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## TheNeedtoChallengeandMotivate.pdf**

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556donnaresponse-jpeg-10368911)

    **Week5JWI556ShauntellResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556shauntellresponse-jpeg-10368913)

    **Week5JWI556Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556discussion-jpeg-10368915)

    **JWI556Week5LectureNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi556week5lecturenotes-pdf)

    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
    without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## TheNeedtoChallengeandMotivate.pdf**

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556donnaresponse-jpeg-10368911)

    **Week5JWI556ShauntellResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556shauntellresponse-jpeg-10368913)

    **Week5JWI556Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556discussion-jpeg-10368915)

    **JWI556Week5LectureNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi556week5lecturenotes-pdf)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7

  • [Solved] D5

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    **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail. 1. Describe the pathophysiology of the chosen condition. What is the condition’s etiology, signs and symptoms, complications, and risk factors? 2. Discuss how the condition is diagnosed. What are the rel…

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    **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
    1. Describe the pathophysiology of the chosen condition. What is the condition’s etiology, signs and symptoms, complications, and risk factors?
    2. Discuss how the condition is diagnosed. What are the relevant assessment findings, labs, and imaging studies?
    3. Explain how the pathophysiology of the condition might differ across the lifespan. Does the condition manifest in pediatric, pregnant, breastfeeding, and older adult populations? How might the condition look different across the lifespan?
    4. Create your case study based on the chosen condition (~ 1,000 words or less using bullet points and full sentences). Start with the diagnosis and work backward to develop a clinical scenario that leads to this diagnosis. Include the client’s name, social background, symptoms, lab results, medical or surgical history, and other relevant details.
    2. **Integration of Evidence:** Integrate relevant scholarly sources as defined by program expectations:
    1. Cite a scholarly source in the initial post.
    2. Cite a scholarly source in one faculty response post.
    3. Cite a scholarly source in one peer post.
    4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.

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    In-depth study guidance and analytical solution covering biology.

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  • [Solved] Journal Question: week 4

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    Drawing upon your readings – ## Journalquestionweek4.docx – ## Module4JournalQuestion-RUBRIC.docx **## Journalquestionweek4.docx** Drawing upon your readings, when selecting a sample or setting for an evidence-based project, what ethical considerations would you have? **Journal Response Expectations…

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    Drawing upon your readings

    – ## Journalquestionweek4.docx

    – ## Module4JournalQuestion-RUBRIC.docx

    **## Journalquestionweek4.docx**

    Drawing upon your readings, when selecting a sample or setting for an evidence-based project, what ethical considerations would you have?

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    Associate to nursing ethical standards

    **## Module4JournalQuestion-RUBRIC.docx**

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM

    Graduate Journal Question Rubric v1

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    1/3

    ## image1.png

    ## image2.png

    **## Module4JournalQuestion-RUBRIC.docx**

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM

    Graduate Journal Question Rubric v1

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    1/3

    ## image1.png

    ## image2.png

    **## Journalquestionweek4.docx**

    Drawing upon your readings, when selecting a sample or setting for an evidence-based project, what ethical considerations would you have?

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    Associate to nursing ethical standards

    **## Module4JournalQuestion-RUBRIC.docx**

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM

    Graduate Journal Question Rubric v1

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

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    ## image1.png

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    **## Journalquestionweek4.docx**

    Drawing upon your readings, when selecting a sample or setting for an evidence-based project, what ethical considerations would you have?

    **Journal Response Expectations**

    each week. Each short-answer Journal response will be a minimum of
    **300 words; no citation, reference, or APA style is necessary.**

    This is a DNP LEVEL Assignment.

    Nursing.

    Associate to nursing ethical standards

    **## Module4JournalQuestion-RUBRIC.docx**

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP845 Sect1 Theoretical and Scientific Underpinnings – Aspen University Classroom

    8/4/25, 5:59 PM

    Graduate Journal Question Rubric v1

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    ![](https://www.sweetstudy.com/questions/journal-question-week-4)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    https://classroom.aspen.edu/d2l/le/content/113330/viewContent/5956654/View 1/3

    1/3

    ## image1.png

    ## image2.png

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