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  • [Solved] Evaluate and select a commercially available test or assessment

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    – 2 years ago **files (1)** – ## PSY8765WK2ASSIGNMENTINSTRUCTIONS.docx **## PSY8765WK2ASSIGNMENTINSTRUCTIONS.docx** **Introduction** You are a newly hired industrial-organizational psychology practitioner working as an internal consultant in a large automotive repair company. When hiring managers co…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## PSY8765WK2ASSIGNMENTINSTRUCTIONS.docx

    **## PSY8765WK2ASSIGNMENTINSTRUCTIONS.docx**

    **Introduction**

    You are a newly hired industrial-organizational psychology practitioner working as an internal consultant in a large automotive repair company. When hiring managers complain the current preemployment testing process does not identify suitable candidates for the automotive technician/mechanic job, you are tasked with developing a 9- to 12-slide presentation for the HR director and hiring managers that:

    · Explains the value of employment assessments for this job.

    · Recommends an assessment battery consisting of two commercially available tests or assessments.

    After developing your slide deck and speaker notes, you will be required to video record your presentation and submit it along with your slide deck and speaker notes to the assignment area.

    **Instructions**

    In the study for Week 1, you conducted research on commercially available preemployment tests or assessments. You will be incorporating the information you learned from this research into your PowerPoint presentation.

    Here is a sampling of the most critical knowledge, skills, and abilities needed for automobile technicians according to the Occupational Information Network (O*NET, 2019):

    · Mechanical knowledge of machines and tools, including their designs, uses, repair, and maintenance.

    · Mechanical aptitude/ability (repairing, troubleshooting, operating, controlling, or maintaining equipment).

    · Mathematics.

    · Critical thinking.

    · Judgment and decision making.

    · Problem solving (ability to identify a problem, deductive reasoning, inductive reasoning).

    · Active listening.

    · Manual dexterity.

    · Personality/work styles:

    · Attention to detail.

    · Integrity.

    · Dependability.

    · Initiative.

    · Achievement/effort.

    As you begin to prepare your PowerPoint presentation, keep in mind that for a test battery to be considered legally defensible, the tests/assessments must be:

    · Relevant to the target population of test takers—automobile technicians.

    · Aligned with one or more critically important knowledge, skills, abilities, or other characteristics for the job.

    In addition, your assessment battery needs to include two
    **different** types of tests. For example, in your recommended battery do not include two personality tests or two ability tests. Likewise, keep in mind that the maximum test administration time for the two tests/assessments you are recommending is 45 minutes. You will also want to remember that the audience for your presentation is the average person, not an expert in employment testing. Tailor your content and language appropriately.

    **Develop Your Slide Deck and Speaker Notes**

    Be sure that your PowerPoint presentation addresses all of the following headings and the bullets underneath each heading:

    ·
    **Title Slide (1 slide)**

    ·
    **Overview (1 slide)**

    · What are the major topics you will cover in your presentation?

    · What tests/assessments did you evaluate?

    ·
    **Statement of the Problem (1 slide)**

    · What problem are you trying to help the HR director and hiring managers solve?

    · How will using employment tests help to hire better quality candidates for the auto technician/mechanic role?

    ·
    **Note:** Be sure to support your justification by citing professional standards, best practices from reputable sources, and/or scholarly literature.

    ·
    **Evaluation of Tests/Assessments (2 tests/assessments; 2–3 slides per test/assessment for a total of 4–6 slides)**

    · How would you
    **describe the test**?

    · Include information in your test description about the test's purpose, what it measures, whether it is based on a particular theory or conceptual framework, number and type of items, and so forth.

    · What are the key
    **test administration details**?

    · Include information about the amount of administration time the test takes, whether it is proctored or unproctored, how it is administered (paper-and-pencil, online, in-person performance test), et cetera.

    · How
    **reliable** is the test?

    · Include information about the reported form of reliability, the reliability values, and whether the test's reliability is acceptable for use in selection.

    · How
    **valid** are the test scores?

    · Include information about what sources of validity evidence are available, such as content-related evidence, construct validity, and criterion-related validity evidence.

    · Indicate whether this validity evidence is adequate to warrant using the test in selection.

    · How
    **bias-free** is the test?

    · Include information about any evidence that exists that shows the test is not biased on the basis of protected groups, such as gender (females), age (applicants age 40 or older), or race/ethnicity (non-White groups).

    · How appropriate is the
    **test score interpretation**?

    · Include information about the norm group to which the test scores are compared (for norm-reference tests).

    · Indicate whether this norm group is appropriate for the automobile technician job.

    · For criterion-reference tests, indicate whether there is a cutoff score and how scores are interpreted (e.g., percentiles).

    ·
    **Note:** If any of the above evidence is not available:

    · Note the limitation for the business leaders' consideration.

    · Identify the sources you consulted to look for this evidence.

    · Specify what information would help address this limitation.

    ·
    **Recommended Assessment Battery for Automotive Technicians (1–2 slides)**

    · What highlights will you present about the two tests you are recommending for the assessment battery?

    · Be sure that the two tests/assessments you are recommending align with one or more of the knowledge, skills, and abilities (KSAs) needed for successful job performance.

    · What evidence supports your recommendation?

    · Cite professional standards/best practices from reputable sources, and/or peer-reviewed research.

    ·
    **References (1 slide)**

    · Which five references from professional standards, best practices from reputable sources, and/or scholarly literature will you share with your audience?

    · Be sure to put your references in APA format.

    **Practice and Record Your Presentation**

    · Practice your presentation at least three times before you record it.

    · Although you will have a script, vary your voice inflection and tone so you do not appear to be reading your slides.

    · If you are nervous, try not to point this out to the audience. Just take a breath or a brief pause. Be assured that you have your speaker notes to fall back on, and proceed with confidence. Remember, you know more about testing than the audience, and you are there to help the organization meet its goals.

    · Use Kaltura to upload your video recording to the courseroom or provide a working link your instructor can access.

    · Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.

    ·
    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    **Additional Requirements**

    ·
    **Title page:** Include your name and a meaningful title for the presentation to the HR director and hiring managers.

    ·
    **Length:** 9–12 slides with speaker notes for the script. Your number of slides may vary slightly from this guideline. The recommended length of your video recording is 12–15 minutes. Do
    **not** exceed 15 minutes. Your speaker notes (what you say) will have more text that what is presented on the slide. This helps to ensure your presentation is engaging the audience.

    ·
    **Written communication:** Your presentation needs to be clear, concise, persuasive, well organized, and free of errors in grammar, punctuation, and spelling. Also, keep in mind the audience for your presentation: the average person, not an expert in employment testing. To engage your audience, feel free to incorporate appropriate tables or other visuals into your slides.

    ·
    **Oral communication:** Deliver a professional, effective video presentation that persuades the HR director and the hiring managers of the value of selection tests and specifically of the value of the assessment battery you are recommending. Do
    **not** read your slides. Deliver your presentation as if the HR director and the hiring managers are in the room with you.

    ·
    **Font and font size:** Use 14- to 28-point font in Times Roman for the slides. Use 10–12 point font in Times Roman for the speaker notes.

    ·
    **Citations and references:** Use APA
    style and formatting guidelines for all citations and references. For an APA refresher, consult the Evidence and APA section of the Writing Center. See specific requirements for references under Instructions.

    ·
    **Rubric:** Review this assignment's rubric so that you understand how your instructor is going to evaluate your presentation.

    **Reference**

    O*Net Online. (2019).
    _Details report for: 49-3023.02 – Automotive specialty technicians._ https://www.onetonline.org/link/details/49-3023.02

    **## PSY8765WK2ASSIGNMENTINSTRUCTIONS.docx**

    **Introduction**

    You are a newly hired industrial-organizational psychology practitioner working as an internal consultant in a large automotive repair company. When hiring managers complain the current preemployment testing process does not identify suitable candidates for the automotive technician/mechanic job, you are tasked with developing a 9- to 12-slide presentation for the HR director and hiring managers that:

    · Explains the value of employment assessments for this job.

    · Recommends an assessment battery consisting of two commercially available tests or assessments.

    After developing your slide deck and speaker notes, you will be required to video record your presentation and submit it along with your slide deck and speaker notes to the assignment area.

    **Instructions**

    In the study for Week 1, you conducted research on commercially available preemployment tests or assessments. You will be incorporating the information you learned from this research into your PowerPoint presentation.

    Here is a sampling of the most critical knowledge, skills, and abilities needed for automobile technicians according to the Occupational Information Network (O*NET, 2019):

    · Mechanical knowledge of machines and tools, including their designs, uses, repair, and maintenance.

    · Mechanical aptitude/ability (repairing, troubleshooting, operating, controlling, or maintaining equipment).

    · Mathematics.

    · Critical thinking.

    · Judgment and decision making.

    · Problem solving (ability to identify a problem, deductive reasoning, inductive reasoning).

    · Active listening.

    · Manual dexterity.

    · Personality/work styles:

    · Attention to detail.

    · Integrity.

    · Dependability.

    · Initiative.

    · Achievement/effort.

    As you begin to prepare your PowerPoint presentation, keep in mind that for a test battery to be considered legally defensible, the tests/assessments must be:

    · Relevant to the target population of test takers—automobile technicians.

    · Aligned with one or more critically important knowledge, skills, abilities, or other characteristics for the job.

    In addition, your assessment battery needs to include two
    **different** types of tests. For example, in your recommended battery do not include two personality tests or two ability tests. Likewise, keep in mind that the maximum test administration time for the two tests/assessments you are recommending is 45 minutes. You will also want to remember that the audience for your presentation is the average person, not an expert in employment testing. Tailor your content and language appropriately.

    **Develop Your Slide Deck and Speaker Notes**

    Be sure that your PowerPoint presentation addresses all of the following headings and the bullets underneath each heading:

    ·
    **Title Slide (1 slide)**

    ·
    **Overview (1 slide)**

    · What are the major topics you will cover in your presentation?

    · What tests/assessments did you evaluate?

    ·
    **Statement of the Problem (1 slide)**

    · What problem are you trying to help the HR director and hiring managers solve?

    · How will using employment tests help to hire better quality candidates for the auto technician/mechanic role?

    ·
    **Note:** Be sure to support your justification by citing professional standards, best practices from reputable sources, and/or scholarly literature.

    ·
    **Evaluation of Tests/Assessments (2 tests/assessments; 2–3 slides per test/assessment for a total of 4–6 slides)**

    · How would you
    **describe the test**?

    · Include information in your test description about the test's purpose, what it measures, whether it is based on a particular theory or conceptual framework, number and type of items, and so forth.

    · What are the key
    **test administration details**?

    · Include information about the amount of administration time the test takes, whether it is proctored or unproctored, how it is administered (paper-and-pencil, online, in-person performance test), et cetera.

    · How
    **reliable** is the test?

    · Include information about the reported form of reliability, the reliability values, and whether the test's reliability is acceptable for use in selection.

    · How
    **valid** are the test scores?

    · Include information about what sources of validity evidence are available, such as content-related evidence, construct validity, and criterion-related validity evidence.

    · Indicate whether this validity evidence is adequate to warrant using the test in selection.

    · How
    **bias-free** is the test?

    · Include information about any evidence that exists that shows the test is not biased on the basis of protected groups, such as gender (females), age (applicants age 40 or older), or race/ethnicity (non-White groups).

    · How appropriate is the
    **test score interpretation**?

    · Include information about the norm group to which the test scores are compared (for norm-reference tests).

    · Indicate whether this norm group is appropriate for the automobile technician job.

    · For criterion-reference tests, indicate whether there is a cutoff score and how scores are interpreted (e.g., percentiles).

    ·
    **Note:** If any of the above evidence is not available:

    · Note the limitation for the business leaders' consideration.

    · Identify the sources you consulted to look for this evidence.

    · Specify what information would help address this limitation.

    ·
    **Recommended Assessment Battery for Automotive Technicians (1–2 slides)**

    · What highlights will you present about the two tests you are recommending for the assessment battery?

    · Be sure that the two tests/assessments you are recommending align with one or more of the knowledge, skills, and abilities (KSAs) needed for successful job performance.

    · What evidence supports your recommendation?

    · Cite professional standards/best practices from reputable sources, and/or peer-reviewed research.

    ·
    **References (1 slide)**

    · Which five references from professional standards, best practices from reputable sources, and/or scholarly literature will you share with your audience?

    · Be sure to put your references in APA format.

    **Practice and Record Your Presentation**

    · Practice your presentation at least three times before you record it.

    · Although you will have a script, vary your voice inflection and tone so you do not appear to be reading your slides.

    · If you are nervous, try not to point this out to the audience. Just take a breath or a brief pause. Be assured that you have your speaker notes to fall back on, and proceed with confidence. Remember, you know more about testing than the audience, and you are there to help the organization meet its goals.

    · Use Kaltura to upload your video recording to the courseroom or provide a working link your instructor can access.

    · Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.

    ·
    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    **Additional Requirements**

    ·
    **Title page:** Include your name and a meaningful title for the presentation to the HR director and hiring managers.

    ·
    **Length:** 9–12 slides with speaker notes for the script. Your number of slides may vary slightly from this guideline. The recommended length of your video recording is 12–15 minutes. Do
    **not** exceed 15 minutes. Your speaker notes (what you say) will have more text that what is presented on the slide. This helps to ensure your presentation is engaging the audience.

    ·
    **Written communication:** Your presentation needs to be clear, concise, persuasive, well organized, and free of errors in grammar, punctuation, and spelling. Also, keep in mind the audience for your presentation: the average person, not an expert in employment testing. To engage your audience, feel free to incorporate appropriate tables or other visuals into your slides.

    ·
    **Oral communication:** Deliver a professional, effective video presentation that persuades the HR director and the hiring managers of the value of selection tests and specifically of the value of the assessment battery you are recommending. Do
    **not** read your slides. Deliver your presentation as if the HR director and the hiring managers are in the room with you.

    ·
    **Font and font size:** Use 14- to 28-point font in Times Roman for the slides. Use 10–12 point font in Times Roman for the speaker notes.

    ·
    **Citations and references:** Use APA
    style and formatting guidelines for all citations and references. For an APA refresher, consult the Evidence and APA section of the Writing Center. See specific requirements for references under Instructions.

    ·
    **Rubric:** Review this assignment's rubric so that you understand how your instructor is going to evaluate your presentation.

    **Reference**

    O*Net Online. (2019).
    _Details report for: 49-3023.02 – Automotive specialty technicians._ https://www.onetonline.org/link/details/49-3023.02

  • [Solved] AQR&A Assignment 2 Week 8

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    **To prepare for this Assignment:** – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources. – Search the Walden Library for a quantitative article that applies ANCOVA. **The Assignment** Write a 2- to 3-page critique of the research you found in…

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    Assignment Prompt & Instructions

    **To prepare for this Assignment:**

    – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources.
    – Search the Walden Library for a quantitative article that applies ANCOVA.

    **The Assignment**

    Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts:

    – Why did the authors select ANCOVA in the research?
    – Do you think this test was the most appropriate choice? Why or why not?
    – Did the authors display the results in a figure or table?
    – Does the results table stand alone? In other words, are you able to interpret the study from it? Why or why not?

    – 2 years ago

  • [Solved] One Student Response (300-400 Words)

    ✓ Verified Academic Solution Available

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    Share your perspective, advice, feedback, and critiques of their work. You and your classmates will be encouraged to use the Workshop threads as a sounding board for new ideas and for activity related to the formal weekly Workshop assignments. Keep in mind that the more you participate, the more you…

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    Assignment Prompt & Instructions

    Share your perspective, advice, feedback, and critiques of their work. You and your classmates will be encouraged to use the Workshop threads as a sounding board for new ideas and for activity related to the formal weekly Workshop assignments. Keep in mind that the more you participate, the more you and your classmates will get out of the course experience.

    – 2 years ago

  • [Solved] Psychology ADVERTISEMENT ASSIGNMENT

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    Build upon the topic selected in the **Psychoeducational Group Plan Assignment** to focus on developing a psychotherapy group. The first step in this process is to create a recruitment flyer that effectively communicates the purpose and structure of the group while attracting suitable members. Watch…

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    Assignment Prompt & Instructions

    Build upon the topic selected in the **Psychoeducational Group Plan Assignment** to focus on developing a psychotherapy group. The first step in this process is to create a recruitment flyer that effectively communicates the purpose and structure of the group while attracting suitable members.

    Watch from 1:05:35 to 1:23:15.

    [https://search-alexanderstreet-com.eu1.proxy.openathens.net/embed/token/06uqsoj5eprnoc9o6krjgd9m?account_id=12085&usage_group_id=101906%22%20width=%22470%22%20height=%22390%22%20allowfullscreen=%22allowfullscreen#/embed/object](https://search-alexanderstreet-com.eu1.proxy.openathens.net/embed/token/06uqsoj5eprnoc9o6krjgd9m?account_id=12085&usage_group_id=101906%22%20width=%22470%22%20height=%22390%22%20allowfullscreen=%22allowfullscreen#/embed/object)

    – [\
    \
    PsychotherapyGroupAdvertisementAssignmentInstructions.docx](https://www.sweetstudy.com/files/psychotherapygroupadvertisementassignmentinstructions-docx "PsychotherapyGroupAdvertisementAssignmentInstructions.docx")
    – [\
    \
    Reading.docx](https://www.sweetstudy.com/files/reading-docx-10261747 "Reading.docx")

    – 2 years ago

  • [Solved] Week 2 Psy

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    Respond to one of the following prompts: Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2) What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2…

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    Assignment Prompt & Instructions

    Respond to one of the following prompts:

    Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2)

    What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2.3)

    Describe the differences between genotypes and phenotype. Provide one example of each. (USLO 2.4)

    Explain the process of the fight or flight response and provide an example of when you have experienced it. How did your body respond and what was one advantage and one disadvantage to your response? (USLO 2.5)

    – 2 years ago

  • [Solved] psychology 1

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    – 2 years ago **files (1)** – ## view1.php **## view1.php** [Skip to main content](https://www.sweetstudy.com/questions/psychology-1-20899567#maincontent) [![logo](https://moodle.straighterline.com/theme/image.php/slmoodle/theme/1744194647/sl-logo)](https://www.sweetstudy.com/questions/psychology-1-…

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    – 2 years ago

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  • [Solved] week 6 discussion

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    [**Collapse**](https://keiseruniversity.blackboard.com/webapps/discussionboard/do/message?action=list_messages&course_id=_565860_1&nav=discussion_board&conf_id=_517041_1&forum_id=_2637670_1&message_id=_26915793_1#) Describe the variety of ways that one can assess the validity of an instrument in ter…

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    Assignment Prompt & Instructions

    [**Collapse**](https://keiseruniversity.blackboard.com/webapps/discussionboard/do/message?action=list_messages&course_id=_565860_1&nav=discussion_board&conf_id=_517041_1&forum_id=_2637670_1&message_id=_26915793_1#)

    Describe the variety of ways that one can assess the validity of an instrument in terms of our self-esteem measure. If we were creating a new measure of self-esteem, what is the process that we would use to validate this measure?

    omplete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_

    – Chapter 9 omplete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_
    – Chapter 9

    For this week's assignment, you will continue to focus on the two instruments you selected to assess constructs related to your dissertation topic. This time, your focus is on validity.

    Your first paragraph should briefly remind the reader what you are studying. Then, under each construct subheading, define the construct and describe one instrument used to measure it. This week, your focus should be on how the researchers demonstrated validity of the instrument.

    You should include:

    – What types of validity were assessed (e.g., content, construct, convergent, discriminant, criterion),
    – How they were assessed (e.g., correlations with related or unrelated constructs, factor analysis),
    – And any relevant findings that support the validity of the instrument.

    Again, I’m using an example no one in the class is allowed to use (Machiavellianism) so this is just to guide you! No one picked Machiavellianism as a construct so no one is allowed to use these examples 😉

    **MACH-IV Example**

    The MACH-IV (Christie & Geis, 1970) is a 20-item scale originally developed to assess Machiavellianism as a personality trait reflecting manipulation, cynicism, and pragmatic morality. Items are rated on a Likert-type scale (commonly 5- or 7-point), with some reverse-scored.

    Recent work by Belaus et al. (2022) provides strong evidence for the structural, discriminant, and predictive validity of the MACH-IV in a Spanish-speaking Argentinian sample. After dropping problematic items 19 and 20, the authors supported a one-factor structure with adequate model fit (CFI = .92, RMSEA = .06) and reliability (α = .72; ω = .72). The scale showed discriminant validity through a negative correlation with Social Value Orientation (r = –.27), reflecting distinctiveness from prosocial tendencies.

    In terms of predictive validity, higher MACH-IV scores were associated with lower cooperation in economic decision-making tasks, such as the Dictator Game (r = –.26 in DG-Take format). Participants high in Machiavellianism were more likely to expect selfish behavior from others and act selfishly themselves, even in hypothetical, non-monetary contexts.

    An earlier study by Kaestner et al. (1977) explored predictive validity in a clinical sample of drug users using a behavioral "ten-dollar game." While the test-retest reliability was strong (r = .82), the game results did not clearly align with MACH-IV scores. The authors suggested this may have been due to confounds such as limited education or institutionalization. This emphasizes the importance of population-specific validation when using behavioral outcomes.

    **Trimmed MACH* Example**

    To assess Machiavellianism in my dissertation, one instrument I am considering is the Trimmed MACH* (Rauthmann, 2013), a short-form measure derived from the original MACH-IV. This five-item version was designed using item response theory (IRT) to retain only the most psychometrically sound items from the original scale. Items reflect key aspects of Machiavellianism (particularly cynicism and distrust) and are rated on a 5-point Likert scale.

    Construct validity was confirmed through confirmatory factor analysis (CFA), which supported a unidimensional model (CFI = 1.00, RMSEA = .02). All items had high discrimination parameters in IRT modeling (a > 1.20), indicating that they strongly differentiate between levels of the trait across the continuum.

    Convergent validity was demonstrated by strong correlations with both the original MACH-IV (r = .63; disattenuated r = .84) and another validated German Machiavellianism scale (r = .60). The Trimmed MACH* also showed discriminant validity, correlating more modestly with narcissism (r = .15) and psychopathy (r = .36), helping to distinguish it from adjacent constructs in the "Dark Triad."

    No predictive validity or behavioral task outcomes were reported in this study; however, Rauthmann (2013) also examined criterion validity by correlating the Trimmed MACH* with real-world behavioral tendencies like manipulation tactics (e.g., betrayal, ingratiation). The Trimmed MACH* showed meaningful, positive correlations with tactics like betrayal (r = .40) and revenge (r = .39), indicating that it predicts behaviors theoretically linked to Machiavellian attitudes.

    In summary, the Trimmed MACH* provides robust evidence for construct, convergent, discriminant, and criterion validity, making it a psychometrically sound and efficient instrument for assessing Machiavellianism, especially when a shorter survey is desired or response burden is a concern (Rauthmann, 2013).

    – 2 years ago

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    – 2 years ago **files (4)** – ## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx – ## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx – ## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx – ## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx** ## C…

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    **files (4)**

    – ## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx

    – ## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx

    – ## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx

    – ## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)