Strategic Component and Responsibility of Human Resources Department

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Strategic Component and Responsibility of Human Resources Department

HR’s Role and Impact IP

Deliverable Length:  1,000–1,500 words

 

A strategic component and responsibility of the human resources department is the management of the people of the organization, which is

frequently called human capital management. As the new HR manager, you have conducted an analysis of your organization and found that

performance management processes are highly inconsistent among departments. There are no ties to organizational goals, and departments are

free to determine the review criteria for their employees.

 

Some departments have a process of a formal annual appraisal while other departments do not provide employees with any documented

feedback on their performance. In performance improvement, some departments have a process of documenting employee performance issues;

others seem to follow a process of no documented warnings before recommending termination. With your experience, you recognize the benefits

of establishing a comprehensive performance management process that ties individual, group, and department performance, and rewards to

organizational goals and success.

 

Using the Internet and the library, research information on performance management and then develop a detailed plan to present to your chief

executive officer (CEO). In this process, you will focus on three key areas of performance management: performance appraisals, tying

performance goals with strategic organizational goals, and the disciplinary action/performance coaching process. At minimum, your plan should

address the following:

 

The value a performance management program brings to the organization

 

A discussion of the various performance management programs you considered in developing your final suggestions

 

A rationale for your selection of different aspects of your plan

 

How your organization will address the three key areas of performance management: appraisals; improving employee performance; and aligning

individual performance to group, department, and organizational goals

 

A communication plan for informing all employees about the new process

 

Training that will be provided to employees and managers

 

The additional issues/challenges that need to be considered with the implementation of these programs

 

In your research, other areas of performance management the organization might consider for implementation after this initial phase

 

Note: You are required to use a minimum of 2 scholarly references in your research. Ensure that citations and references are formatted in

compliance with APA style.

 

Nicotine & Tobacco Research, 2019, 1517–1523 doi:10.1093/ntr/nty212 Original investigation

 

Received June 18, 2018; Editorial Decision September 26, 2018; Accepted October 4, 2018

 

© The Author(s) 2018. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved.

For permissions, please e-mail: journals.permissions@oup.com.

 

1517

 

Original investigation

 

Yoga as a Complementary Therapy for Smoking Cessation: Results From BreathEasy, a Randomized Clinical Trial Beth C. Bock PhD1–3, Shira

I. Dunsiger PhD1–3, Rochelle K. Rosen PhD1–3, Herpreet Thind PhD4, Ernestine Jennings PhD1–3, Joseph L. Fava PhD3, Bruce M. Becker

MD1,2,5, James Carmody PhD6, Bess H. Marcus PhD2

 

1Department of Psychiatry and Human Behavior, Warren Alpert Medical School, Brown University, Providence, RI; 2Brown School of Public Health,

Brown University, Providence, RI; 3Centers for Behavioral and Preventive Medicine, The Miriam Hospital, Providence, RI; 4Department of Public

Health, Zuckerberg College of Health Sciences, University of Massachusetts Lowell, Lowell, MA; 5Rhode Island Hospital, Providence, RI;

6Department of Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, MA

 

Corresponding Author: Beth C. Bock, PhD. The Miriam Hospital, Coro West, Suite 309, 164 Summit Ave, Providence, RI 02906, USA. E-

mail: Beth_Bock@Brown.edu

 

Abstract

 

Introduction: There is evidence that Yoga may be helpful as an aid for smoking cessation. Yoga has been shown to reduce stress and negative

mood and may aid weight control, all of which have proven to be barriers to quitting smoking. This study is the first rigorous, randomized clinical

trial of Yoga as a complementary therapy for smokers attempting to quit.

 

Methods: Adult smokers (N  =  227; 55.5% women) were randomized to an 8-week program of cognitive-behavioral smoking cessation and either

twice-weekly Iyengar Yoga or general Wellness classes (control). Assessments included cotinine-verified 7-day point prevalence abstinence at

week 8, 3-month, and 6-month follow-ups. Results: At baseline, participants’ mean age was 46.2 (SD  =  12.0) years and smoking rate was 17.3

(SD  =  7.6) cigarettes/day.

 

Longitudinally adjusted models of abstinence outcomes demonstrated sig- nificant group effects favoring Yoga. Yoga participants had 37%

greater odds of achieving abstinence than Wellness participants at the end of treatment (EOT). Lower baseline smoking rates (≤10 cigarettes/

day) were also associated with higher likelihood of quitting if given Yoga versus Wellness (OR = 2.43, 95% CI = 1.09% to 6.30%) classes at EOT.

A significant dose effect was observed for Yoga (OR = 1.12, 95% CI = 1.09% to 1.26%), but not Wellness, such that each Yoga class attended

increased quitting odds at EOT by 12%.

 

Latent Class Modeling revealed a 4-class model of distinct quitting patterns among participants. Conclusions: Yoga appears to increase the odds

of successful smoking abstinence, particularly among light smokers. Additional work is needed to identify predictors of quitting patterns and

inform adjustments to therapy needed to achieve cessation and prevent relapse. Implications: This study adds to our knowledge of the types of

physical activity that aid smok- ing cessation. Yoga increases the odds of successful smoking abstinence, and does so in a dose- response

manner. This study also revealed four distinct patterns of smoking behavior among participants relevant to quitting smoking. Additional work is

needed to determine whether vari- ables that are predictive of these quitting patterns can be identified, which might suggest modifica- tions to

therapy for those who are unable to quit.

 

http://www.oxfordjournals.org/

 

mailto:Beth_Bock@Brown.edu?subject=

 

Introduction

 

Vigorous, aerobic exercise is an effective aid for smoking cessa- tion as it reduces postcessation weight gain,1,2 improves mood, and reduces

 

cigarette cravings and withdrawal symptoms,3–7 offering sig- nificant benefits for smokers trying to quit by directly addressing fears of weight

 

gain and ameliorating the physiological and affective symptoms of nicotine withdrawal.7,8

 

Yoga may offer additional benefits beyond those seen for stand- ard aerobic exercise. Yoga has been shown to improve mood and reduce stress

 

through the practice of asanas (Yoga postures), pra- nayama (breathing exercises), and seated meditation.9,10 Yoga also enhances

 

mindfulness11—the purposeful direction of attention to present-moment experiences (sensations, perceptions, and thoughts) in a nonjudgmental

 

way

 

.12 Increases in mindfulness are associated with reductions in perceived stress, psychological distress, and cognitive reactivity.13,14 Mindfulness

 

may also reduce symptoms of nicotine withdrawal, improve coping with cravings, and increase the cogni- tive deliberation needed to make

 

effective choices to avoid smoking in tempting situations.11,15,16 Thus, Yoga may have special relevance for smokers who are trying to

 

quit.9,15,16

 

Yoga practice also improves weight control.17–22 By addressing barriers such as stress, cravings, and weight concerns, and improving

 

mindfulness, Yoga has some potential as an effective complementary therapy for smoking cessa- tion. This study investigates the efficacy of

 

Yoga as a complementary therapy for smoking cessation in a rigorously designed randomized prospective clinical trial. We hypothesized that

 

participants given the Yoga intervention would show a significantly higher abstinence rates compared to a control condition.

 

Methods

 

Study Design Overview Adult smokers were randomly assigned in a 1:1 ratio to an 8-week program of either (1) Yoga or (2) general Wellness,

 

which controlled for contact time and participant burden. In both programs, partici- pants met for 1 hour, twice weekly. Participants also attended

 

1-hour weekly of group-based smoking cessation counseling. Smoking abstinence was measured at the end of treatment (EOT), and at 3- and 6-

 

month follow-ups. A detailed description of the study design and procedures has been published elsewhere.23 Recruitment and follow-up

 

retention are presented in the consort diagram (Figure 1). All sessions were conducted at a university-affiliated hospital in New England.

 

Interventions Smoking Cessation Counseling This intervention consisted of group-based cognitive-behavioral therapy for smoking cessation

 

delivered by PhD-level psychologists.23 Session content was similar to that used in our previous studies1,4,24 and included planning for the

 

program’s targeted quit day (week 4), handling smoking triggers, coping with cravings, and managing withdrawal. A  study manual was used to

 

ensure that topics were covered consistently across study arms and multiple cohorts. All ses- sions were audio-recorded and coded to ensure

 

treatment fidelity.

 

Yoga Intervention This study used Iyengar Yoga25 because it emphasizes postural alignment and the use of props (eg, blocks and straps) to

 

facilitate learning and reduce injury risk. Classes included 5 minutes of pra- nayama, 45 minutes of dynamically linked asanas, and 5–10 minutes

 

of resting meditation. Classes were conducted by certified Iyengar instructors with more than 15 years’ experience. A manual was used to ensure

 

consistent program delivery. Handouts showing the asanas and sequence used for the current week’s practice were given to par- ticipants weekly

to encourage home practice.

 

Wellness Control Group Wellness classes followed a format used in previous studies1,24 and consisted of videos, lectures, and demonstrations

on a variety of health topics (eg, cancer screenings, sleep hygiene, and healthy diet) followed by a discussion guided by the study Wellness

counselor or other health care professional (eg, sleep expert).

 

Recruitment, Screening, and Randomization Procedures Advertisements were placed on local radio stations and Web sites. Flyers were posted at

physician’s offices and retail outlets. Advertisements emphasized the smoking cessation program and explained that participants would also be

randomized to a Wellness or Yoga program. Callers were screened for eligibility by research assistants and were excluded if they were pregnant,

had a body mass index of more than 40 kg/m2, smoked less than 5 cigarettes/day, were currently enrolled in a quit-smoking program, were using

medica- tions to quit smoking, or had a medical condition that might make participation in Yoga difficult or potentially hazardous (eg, heart failure,

ischemia, and hypertension).

 

Eligible individuals attended an orientation session to learn about study details and expectations. After providing written consent and completing

baseline assessments, participants were randomized using a permuted block randomization stratified on gender and level of nicotine dependence

(procedural details described elsewhere).23 All procedures and materials were approved by the Miriam Hospital Clinical Research Review Board

(IRB registration no.0000482).

 

Assessments Assessments were obtained by research assistants blind to random- ization assignment. Participants were compensated $30 and

$50 for completing the 3- and 6-month follow-ups, respectively.

 

Smoking Outcomes Research assistants collected data weekly on participant class attend- ance, smoking rate (cigarettes per day), quit status,

quit attempts, and use of medications. Self-reports of 7 days of nonsmoking were verified weekly by exhaled carbon monoxide (<10  ppm

indicates abstinence for the previous 12–24 hours)26 and by saliva cotinine (<15  mg/mL) at EOT (week 8)  and all follow-ups.27 Participants

reporting 7-day point prevalence abstinence (7PPA) at EOT and follow-up were considered continuously abstinent.

 

Smoking-Related Covariates At baseline, participants completed a 25-item questionnaire con- cerning their smoking history, including smoking

rate, previous quit attempts, and use of medications. At baseline and all follow-ups, participants were assessed for nicotine dependence

(Fagerström Test for Nicotine Dependence),28 and motivation to quit smoking, confi- dence in quitting, and readiness to quit using three items

answered on a 10-point Likert scale from “not at all” to “extremely.”29

 

Other Covariates Demographic information (eg, age, gender, and ethnicity) was col- lected at baseline along with measurements of height and

weight.

 

Strategic Component and Responsibility of Human Resources Department

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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