Business Proposal

Business Proposal

The final assignment for this course is a Business Proposal. The purpose of the Business Proposal is for you to culminate the learning achieved in the course by demonstrating understanding of the reading assignments, class discussions, your own research, as well as the implications of new knowledge. The Business Proposal represents 25% of the overall course grade.

Develop a Business Proposal based on your topic selection from the Week Three assignment. Your paper must be six- to seven -pages in length (not including the title page,executive summary, and reference pages), formatted according to APA style as outlined in the, and should demonstrate an understanding of the reading assignments, class discussions, your own research, as well as the implications of new knowledge.
Focus of the Business Proposal

You will develop a business proposal persuading the senior management of your organization to initiate a change in processes, procedures, products, people, or structure based on events that are currently happening in your business environment (you may use a past experience). The paper must use at least three scholarly sources, in addition to the textbook.

You will include an executive summary of your proposal for your CEO. Think of this as the coversheet of the proposal.

In addition to the written portion of this assignment, you must submit a PowerPoint presentation on your proposal. The presentation must include at least five slides and no more than 10 slides. The content must provide key information from the proposal. Your target audience will be your CEOs, managers, and co-workers. The presentation must look professional.

Writing the Business Proposal

The Final Paper:

Must be six to seven double-spaced pages in length (not including the title and reference pages), and formatted according to APA style.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least three scholarly sources, in addition to the textbook.
Must include a separate reference page, formatted according to APA style.


Support Coordination Training

BUS 340: Business Communication


Each state providers services to adults with intellectual disabilities daily. These services are supposed to be delivered with quality and within the guidelines of policies created by the department of behavioral health and developmental disabilities from each state. Support coordinators are tasked with the job of being the eyes and the ears of the state as the state is not able to directly oversee each entity that is providing services to intellectually disabled adults. Support coordinator assess not only the quality of each provider’s service but each individual’s satisfaction with each service. This oversight includes support coordination, which the state directly oversees. Much like DFCS workers, support coordinators are spread thin and are required to do a great deal of work. This causes support coordinators to burn out quickly and even miss important things during visits to monitor services. This in turn causes providers to be able to get by with not providing quality services and services that meet the standard that the state’s DBHDD has set. It is much easier to blame the support coordinator for failing to do their job properly than to admit that the real issues lie within the lack of training and preparation. “This kind of work requires strong leadership and a solid infrastructure in order to sustain the various tasks involved in service coordination” (Bigby, Fyffe, & Ozanne, 2007).

To send someone out with the great task of managing not only the individual but the family of the individual and their support team without proper training is frightening. However this is the case with most support coordination agencies. Support coordinators have to assess the effectiveness and efficiency of services using judgement coupled with knowledge. If a support coordinator does not have particularly good judgement or enough knowledge, even about that particular individual, it can be impossible to assess services. Services or even a provider that may work for one DD individual may not work for another. Therefore, it is a neccessity to ensure that support coordinators are properly trained before being sent out into the field to assess services through extensive training. Training should include all aspects of the support coordinators expected tasks including: information (background) about the individual’s that the support coordinator is assigned to manage, judgement training, implementation of formal procedures and processes, resources and tools training, services training, time management and more importantly work-related stress reduction training. These activities are directed towards ensuring that necessary services remain responsive, effective and cost efficient for the service user, and balancing this with the preservation of limited resources available within service provision, and meeting needs for quality improvement, efficiency, risk management and demonstrable outcomes (Fennessy, Rhodes, Wilson, Uddin, Dickens, Wilson, Ogilvy, 2015)

Support coordinators should be throughroughly trained for a minimum of two weeks with a probationary and oversight period of at least three months. “It often take six months to a year for a new case manager to feel comfortable in the role, says Catherine M. Mullahy, RN, BSN, CCRN, CCM, president and founder of Mullahy and Associates in Huntington, NY” (There’s No Such Thing as an Instantly Prepared Case Manager, 2018). As a current support coordinator myself, I know that it takes a minimum of a year to become comepletely knowledgeable of all of the aspects of being a support coordinator. The first three to six months are the most critical. A lengthy training could give newly hired support coordinators the ability to get a better idea of not only their expectations but if they are capable of meeting those expectations efficiently. Additionally this will give the support coordination managers the ability to see if that person is suitable for the support coordination job and can meet the expectations efficiently. A probationary period gives support coordinators room to learn and become more efficient if they are not and time to replace a support coordinator if necessary without a large turnover rate effecting the DD individuals and their lives.


Bigby, C., Fyffe, C., & Ozanne, E. (2007). Planning and Support for People with Intellectual Disabilities: Issues for Case Managers and Other Professionals. London: Jessica Kingsley Publishers Ltd.

Fennessy, K., Rhodes, P., Wilson, V., Uddin, S., Dickens, K., Wilson, A., & … Ogilvy, L. (2015). Systemic Consultation in Intellectual Disability Case Management. Australian & New Zealand Journal Of Family Therapy, 36(2), 258-272. doi:10.1002/anzf.1104

There’s No Such Thing as an Instantly Prepared Case Manager: Create a robust training program for new hires. (2018). Hospital Case Management, 26(3), 13-14.