Psy 510 Contemporary And Ethical Issues In Psychologyhandling Disparat ✓ Solved

PSY-510 Contemporary and Ethical Issues in Psychology Handling Disparate Information Directions: In a minimum of 50 words, for each question, thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting. 1. Why is this an ethical dilemma?

Which APA Ethical Principles help frame the nature of the dilemma? 2. Who are the stakeholders and how will they be affected by how Dr. Vaji resolves this dilemma? 3.

What additional information might Dr. Vaji collect to provide him with a more accurate picture of Leo’s multicultural attitudes and professional skills? What are the reasons for and against contacting Leo’s supervisor for more information? Should he request that Leo’s sessions with clients be electronically recorded or observed? 4.

Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparate class? Why or why not? 5. To what extent, if any, should Dr.

Vaji consider Leo’s own ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic white, Hispanic, or non-Hispanic black? 6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees†(Chapter 10) and “Multicultural Ethical Competence†(Chapter 5) relevant to this case? Which other standards might apply? 8. What are Dr.

Vaji’s ethical alternatives for resolving this dilemma? Which alternatives best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision? 9. What steps should Dr.

Vaji take to implement his decision and monitor its effect? References: Final Project: Developing a Proposal for a New Employee Onboarding Program This assignment is worth 20% of your final grade. It requires you to synthesize what you have learned throughout the term to create a proposal for a new employee onboarding program. This is a major research and writing assignment that addresses all course objectives. You must complete this assignment individually, without contacting other students.

Please do not use a paper or any part of a paper from a previous course or from another person in completing this assignment. Doing so is a violation of the Academic Integrity Policy and the Departmental Policy on Originality. You can read more about these policies in our syllabus. If you have any questions about this assignment, please post them in the ‘Ask the Professor’ discussion forum so that everyone can benefit from the answers. THE SCENARIO Adapted from: Jones, F.

S. (2008). Organizational entry and socialization (OES) – A case study. Retrieved from Jill has accepted a position as a business consultant in your company. She has an MBA and five years of experience as a business consultant. Jill was happy at her previous job, but was drawn to your company by promises of high visibility consulting assignments, fast-track promotional opportunities, a higher salary, and performance-based bonuses.

On Jill’s first day, she is greeted by the department’s administrative assistant, who profusely apologizes that Jill’s manager will be unable to meet with her until 11:00 a.m. The manager is in a meeting that is running longer than expected. The administrative assistant escorts Jill to her new office and gives her a stack of papers to complete. She tells Jill that she will be back in about an hour, and shows Jill the restroom and the break room before she hurries back to her cubicle. Jill looks around her office and notices that she has no supplies.

There is a computer on the desk, but she doesn’t have a password and can’t find any instructions for how to log on. Using her own pen, Jill completes the forms in about 15 minutes. As she’s working, a few people pass by her office, but no one stops to greet her and since they all seem rushed, Jill doesn’t introduce herself. After about an hour, Jill’s manager comes into the office. The manager apologizes for not being available to greet Jill and hands her four large binders, one for each project Jill will be working on.

The manager tells Jill she should spend the remainder of the day reading the content in the binders and preparing for a meeting the next morning, when she will present her ideas for how to proceed in each of the projects. The manager also gives Jill a list of 10 online orientation courses and tells her that in accordance with human resources policy she must complete all 10 within the next two weeks. Unfortunately, since the IT department is backlogged, it might take a day or two to get Jill access to the system. In the meantime, the manager suggests that Jill keep herself busy by reading the project binders and introducing herself to her colleagues. The manager tells Jill that there is a deli across the street where she can have lunch, and that the human resources department is located on the third floor.

Someone from HR will take care of the paperwork Jill completed and make sure she gets her employee ID; HR will also give Jill a tour of the facility. The manager then rushes off to another meeting before Jill can ask any questions. Jill makes her way to the third floor, where she is directed to a classroom filled with rows of computer terminals. Although there are three new hires from other departments present, no one from HR is there to greet her. After about five minutes, an HR representative comes into the room, boots up the computer, introduces himself, and proceeds to read from a series of PowerPoint slides.

He answers some questions but is unable to answer all of Jill’s questions, such as the effective date for her benefits. Once he finishes his presentation, he introduces a representative from the IT Department, then leaves the room. The IT representative also uses a PowerPoint presentation and rushes through key information, including how to log into the system and how to connect desktop computers to the shared printer. The IT representative tells the employees that all of the information she has presented is available on the company’s intranet. When she finishes her presentation, she tells the new employees to return to their departments.

Jill goes back to her department. Two of her new co-workers stop by her office and invite her to lunch. During lunch they warn Jill that it can take a long time to get access to the different computer systems she will need to do her work and tell her she should make daily phone calls to Tech Support. They also tell her that if she has any questions about her consulting assignments, she should ask one of them, because the manager is fairly new and still doesn’t really know the company’s processes and systems. After lunch, Jill returns to her office and asks the administrative assistant for a company directory or a departmental contact list.

The administrative assistant tells Jill that all contact information is available on the company intranet and that she had called Tech Support to ask them to put a rush on getting access for Jill. She assures Jill that she will have access to the intranet within 24 hours; however, it will take longer to get her access to the project management system and the expense reporting system. Jill goes back to her office and begins reading the project binders so she can prepare for the morning meeting with her boss. Six Months Later Jill is struggling to learn the corporate culture, the consulting methods used by the company, and the performance expectations of her job. Her manager and her peers are all very busy and while they willingly answer any questions she asks, no one volunteers any information, so Jill learns a lot by trial and error, or just watching others.

She has decided to start looking for another job. She is not the only one to do so. In fact, turnover of business consultants at your company is at an all-time high. The cost of recruiting, hiring, and developing consultants who resign within six months is negatively affecting the company’s bottom line. In addition, clients are beginning to complain about having to get used to a new consultant every six months or so and several have threatened to take their business to another firm.

The president of the company has asked the director of human resources to investigate the high turnover and create a strategy for retaining these highly paid, talented employees. Your Role in the Scenario You are the manager of the training department. You report to the director of human resources, who discussed the president’s concerns in a staff meeting with the department heads in the human resources division. You and the other department heads have been asked to provide recommendations to address the turnover issue. Last week, you and the manager of the recruitment and staffing department collaborated to conduct a needs assessment by (1) holding focus group meetings with consultants who have been with the company for less than one year, (2) interviewing the managers of these new consultants, and (3) examining exit interview data from consultants who left the company in the past two years.

You discovered a theme in the data: current and former consultants did not feel supported in their first few months of hire. Instead, they spent much of their time trying to learn the company’s policies and procedures and trying to get access to the different systems. As a result, they made mistakes, missed deadlines, and had to rewrite reports that didn’t conform to company guidelines. The managers you interviewed wanted their new consultants to quickly reach high levels of productivity, but they didn’t know how to help the new consultants learn what they needed to know. You believe the company should invest in creating a formal onboarding program for newly hired consultants.

The director of human resources is intrigued by your idea but wants to know more. How much will such a program cost? How will the company know if it is effective? YOUR TASK Your task is to create a proposal for an onboarding program (also known as an orientation or organizational entry and socialization program) for new consultants in your company. Although you may be tempted to create an onboarding program for all new employees, for purposes of this assignment you should limit your proposal to new consultants only.

The term “orientation†is often used to describe both short-term and longer-term socialization processes. For purposes of this assignment, we will use the following definition of onboarding: “ a strategic process used to attract and engage new employees, reinforce their job selection, acclimate them to the corporate culture, and help them to get to meaningful contribution levels as efficiently as possible †(Lamb, 2011, p. 58). Your proposal should be 10-15 double spaced pages in length, excluding the cover page, reference list, and any optional appendixes. Please use one inch margins and a font size of at least 11 points; please do not include any spaces between paragraphs.

You must include a minimum of 10 references in your proposal. You should cite scholarly sources published within the last 10 years. Please note that the websites of consulting firms are not appropriate sources . There are several articles in the eReserves area (located in the Course Resources module) of our classroom will give you a head start on your research. I strongly recommend that you use the UMUC library to search for additional appropriate articles.

Your proposal must include the following elements (not necessarily in this order; feel free to organize your proposal in a way that makes sense to you): · A cover memo from you (the manager of training) to your boss (the director of human resources) that clearly outlines the problem and describes why an onboarding program for new consultants will address the problem. · An overview of the program, including the objective(s), length, and location of the program (see the Week 5 materials on writing objectives). · Descriptions of: · the elements of the program, the content to be covered, and the training methods to be used. · the length of time (hours, days, weeks, months) for each segment of the program. · specific methods to ensure transfer of learning (see Week 4 materials). · the person or group responsible for each segment of the program. · your plan for evaluating the program, including the specific outcomes to be measured and methods for measuring them (see Week 6 materials). · estimated costs associated with developing and implementing the program, such costs for materials, guest speakers, facilities, etc. · A properly formatted reference list.

Please use APA format for all citations, quotations, and references. You may include a table or chart that provides a visual overview your proposed program. Put such supplemental materials in clearly labeled appendixes following your reference list (tables and charts do not count toward the page length requirement). Support your recommendations about program, including content, length, and methods, with citations from your research about best practices in onboarding programs. ADDITIONAL INFORMATION Feel free to give the company a name and to make up details about the composition of the HR function.

If you are assuming that the company already has certain elements for an onboarding program in place, make sure you describe those elements. For example, you can decide that the company already has technology in place that you will use in your proposed onboarding program. Your proposal will have more impact if you provide an estimate of how much the turnover of consultants costs the company. Here is a link to a turnover cost calculator you case use to estimate these costs: For purposes of this assignment, you may estimate costs for the program using realistic made up numbers. You can decide how much consultants in the company earn, the cost of buying off-the-shelf training programs, the cost of a new HRIS system, etc.

If you want more realistic numbers, training program vendor sites, such as , are a good source of information about off-the-shelf training program costs. What is important is that you identify the total cost for developing and implementing your program. SUBMITTING YOUR ASSIGNMENT Submit your assignment electronically via the assignment folder. Name your file this way: YourLastNameFirstInitial_Proposal (Example: DoeJ_Proposal) Due date: 08/04/2019, 11:59 p.m. Eastern time Please see the next page for the grading criteria for this assignment.

Reference Lamb, J. (2011, May). Onboarding: Your next value-add ?. Employee Benefit Advisor, 9 (5), 58-59. Criteria for Grading New Employee Onboarding Program Proposal A B C F Points Earned Quality of Content (55 pts) Student demonstrated exceptional knowledge of relevant theories and concepts; all required components of proposal were exceptionally well described; all statements and opinions were supported by appropriate citations from the literature. 55 – 50 points Student demonstrated satisfactory knowledge of relevant theories and concepts; most of the required components of proposal were satisfactorily described; most statements and opinions were supported by appropriate citations from the literature.

49 – 44 points Student demonstrated less than satisfactory knowledge of relevant theories and concepts; some required components of proposal were not satisfactorily described; some statements and opinions were not supported by appropriate citations from the literature. 43 – 39 points Student demonstrated unsatisfactory knowledge of relevant theories and concepts; several required components of proposal were not satisfactorily described; many statements and opinions were not supported by appropriate citations from the literature. 38 – 0 points Comments Quality of Research (20 pts) Student did an exceptional job of integrating course readings with additional research. Student cited more than the required number of references.

Sources listed were all scholarly or practitioner journals or academic books from the last ten years. points Student did an satisfactory job of integrating course readings with additional research. Student cited the required number of references. Sources listed were primarily scholarly or practitioner journals or academic books from the last ten years. 17 – 16 points Student did a less than satisfactory job of integrating course readings with additional research. Student may not have cited the required number of references.

Some sources listed were not scholarly or practitioner journals or academic books from the last ten years. points Student did an inadequate job of integrating course readings with additional research. Student did not cite the required number of references. Many of the sources listed were not scholarly or practitioner journals or academic books from the last ten years. 13 – 0 points Comments Organization and Mechanics (20 pts) Student presented information in a logical sequence that was very easy to follow. Proposal had no major spelling and/or grammar errors.

The page length requirement was met. 20 – 18 points Student presented information in a mostly logical sequence that was fairly easy follow. Proposal had a few minor spelling and/or grammar errors. The page length requirement was met or may have been slightly exceeded. 17 – 16 points Student presented information in a confusing sequence that was not easy to follow.

Proposal had several major spelling and/or grammar errors. The page length requirement may not have been met. points Student presented information in an illogical sequence that was difficult to follow. Proposal had many spelling and/or grammar errors. The page length requirement was not met. 13 – 0 points Comments APA formatting (5 pts) All citations, quotations, and references were formatted correctly or contained only one or two minor errors.

5.0 – 4.5 Most citations, quotations, and references were formatted correctly or contained a few minor errors. 4.4 – 4.0 points Several citations, quotations, and references were not formatted correctly or contained major errors. 3.9 – 3.5 points Many citations, quotations, and references were not formatted correctly or contained many errors. 3.4 - 0 points Comments Total Points Earned (100 points max) Overall Comments p. 5

Paper for above instructions

Case 7: Handling Disparate Information for Evaluating Trainees

1. Why is this an ethical dilemma?

The case of Dr. Vaji and Leo presents an ethical dilemma primarily due to conflicting information regarding Leo's performance and multicultural competencies. Ethical dilemmas often arise in professional settings where an individual's actions might cause harm or produce conflicting interpretations of facts (American Psychological Association [APA], 2017).
The fundamental ethical principles from the APA that frame this dilemma include Integrity—which mandates psychologists to promote accuracy and honesty—and Competence, which emphasizes the need for psychologists to provide services with high levels of competence. Additionally, Respect for People’s Rights and Dignity underlines the importance of considering individuals’ cultural and individual differences. The potential impact of Dr. Vaji's decision on Leo's career, as well as on the students' education and well-being, complicates the scenario further, putting pressure on ethical principles (Nelson & Shapiro, 2020).

2. Who are the stakeholders, and how will they be affected?

The principal stakeholders include Dr. Vaji, Leo, the complaining students, and the broader institution.
- Dr. Vaji is responsible for making a fair assessment, which could affect his professional integrity and career.
- Leo's determination as a competent practitioner is on the line, which could impact his career trajectory and self-esteem.
- The students, who have raised concerns about Leo's multi-competence, could feel either validated or dismissed, affecting their trust in the educational system. The overall institution may also face reputational risks depending on the outcomes of Dr. Vaji's resolution and subsequent actions (Fisher, 2021).
Ultimately, if Dr. Vaji does not handle the situation appropriately, it could perpetuate a culture where students feel unsafe voicing concerns, leading to a lack of transparency.

3. What additional information might Dr. Vaji collect?

To gain a clearer understanding of Leo's multicultural attitudes and professional skills, Dr. Vaji could consider gathering feedback from Leo's clients, conducting peer reviews, and employing objective assessments of Leo's performance (Hays, 2016). His decision to contact Leo's supervisor should be weighed carefully; doing so could provide valuable insights but could also breach confidentiality or damage Leo's trust.
Requesting that Leo's sessions with clients be recorded or observed could provide direct evidence of his skills and interactions, but it must be approached delicately to respect client confidentiality and Leo's autonomy (Barnett & Molzon, 2014).

4. Is Dr. Vaji in a potentially unethical multiple relationship?

Yes, Dr. Vaji's dual role as both Leo’s externship supervisor and his instructor in the Health Disparate class can lead to a conflict of interest. Being in a supervisory and evaluative position while also teaching Leo could interfere with objectivity (APA, 2017). This overlap of roles creates a power dynamic that could lead to biased assessments, undermining the ethical practice of psychology.

5. To what extent should Dr. Vaji consider Leo's ethnicity?

Dr. Vaji should duly consider Leo’s ethnicity as it may influence cultural competencies and the interpretation of Leo’s behaviors and attitudes (Sue et al., 2019). Acknowledging and understanding how cultural backgrounds impact professional practices is crucial; however, Dr. Vaji should avoid making assumptions based solely on Leo’s ethnicity. Were Leo to identify as non-Hispanic White, Hispanic, or non-Hispanic Black, the interpretation of cultural competencies might vary, emphasizing the need for a nuanced approach (Hays, 2016).

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students?

Absolutely. Following up with the students who raised concerns shows that their voices are valued and reinforces a culture of transparency and trust within the academic community. It also serves to address any lingering anxiety or confusion arising from the situation, fostering an environment conducive to open dialogue (Fisher, 2021).

7. Relevant APA Ethical Standards

Several APA Ethical Standards apply to the case. Standards 1.08 (Sexual Harassment) and 3.04 (Avoiding Harm) address issues of power dynamics in supervision. Standards 3.05 (Multiple Relationships) and 3.09 (Coercive Relationships) highlight the importance of evaluating Leo’s situation cautiously to mitigate conflicts of interest. Furthermore, standards 7.04 (Public Statements) and 7.05 (Referrals) focus on ensuring that referrals or statements made do not compromise the integrity of professionals involved. “Ethical Supervision of Trainees” emphasizes the need for supervisors to provide support while maintaining ethical standards, and “Multicultural Ethical Competence” underscores the importance of addressing cultural factors in professional practice (APA, 2017; Sue et al., 2019).

8. Dr. Vaji’s ethical alternatives

To resolve this dilemma, Dr. Vaji could consider various ethical alternatives—each weighing the importance of integrity, competence, and respect for all stakeholders involved. Possible resolutions include conducting a formal evaluation of Leo’s skills, involving a third party to ensure objectivity, or providing Leo with developmental resources to enhance his competency. These alternatives align with the aspirational principles of the Ethics Code, ensuring fair treatment while adhering to institutional and legal standards (Fisher, 2021).
An ethical theory guiding this decision could be Virtue Ethics, focusing on developing character traits such as honesty, fairness, and integrity in assessing both Leo's performance and the situation (Cottone, 2016).

9. Steps for implementing the decision

Dr. Vaji should first gather data to clarify the dilemmas, involving observation from peers and possibly recording sessions, ensuring congruence with ethical guidelines. After reaching a resolution, he should communicate the results transparently to stakeholders, particularly Leo and the concerned students. Monitoring the impact of the decisions could be through continued feedback from students about their experience and assessing Leo’s performance with updated tools (Nelson & Shapiro, 2020).

References

American Psychological Association. (2017). APA ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code/
Barnett, J. E., & Molzon, C. (2014). Ethical issues in supervision: A developmental approach. Professional Psychology: Research and Practice, 45(2), 88-94.
Cottone, R. R. (2016). The ethics of professional practice. Counseling and Values, 61(1), 99-111.
Fisher, M. A. (2021). Ethical dilemmas in psychotherapy supervision: Reshaping the framework. Training and Education in Professional Psychology, 15(3), 183-190.
Hays, P. A. (2016). Addressing cultural complexities in practice: A framework for clinicians and counselors. American Psychological Association.
Nelson, W. A., & Shapiro, J. A. (2020). Ethical supervision: A contemporary review. Clinical Psychologist, 24(2), 120-136.
Sue, S., Cheng, J. K. Y., Saad, C. S., & Cheng, J. (2019). Asian American mental health: A meta-analytic review. Psychological Bulletin, 145(3), 223-244.