HPE0-P27 course outline - Configuring HPE GreenLake Solutions Updated: 2024

January 5, 2024 | 11:27am

MANILA, Philippines — Since the COVID-19 pandemic, nothing has ever been the same again.

Even the way we work and play has been altered for life. Before the pandemic happened, people worked in a traditional workplace — an office, a physical one, where the bosses and the staff come to work every day, sit down for meetings, submit hard copies of project studies and other documents (sometimes in tandem with flash drives), and bond over lunch.

While some employees work remotely from home depending on their personal circumstances, Work From Home (WFH) was not the usual arrangement. But now, after the pandemic has officially ended, a big percentage of the work force has remained a WFH squad, thus creating a new work reality called hybrid workplace.

Half of the work force working physically in an office and half virtually present. An ideal situation to keep a basic work force on hand almost all the time. Unfortunately, being relatively new, this hybrid work force does not know yet how to fully conduct itself. There have been no guidelines in place prior to its application during the pandemic. And so, Poly, which is part of HP’s portfolio of hybrid work solutions, has partnered with Debrett’s, the renowned authority on modern etiquette, to ceate a guide for global etiquette in the hybrid workplace. It offers updated advice for the hybrid work era at a time when etiquette in the office—whether at home or at work—has never been more important simply because the hybrid working lifestyle looks like it is here to stay.

“The shift to hybrid work was so abrupt, we’ve not really considered how our behaviour should change to accommodate this new way of working. Should we be amending our behavior to make hybrid work and hybrid meetings feel more normal? Thinking about how to make hybrid meetings feel more natural will create an equal meeting experience, whether people are in the room or dialling-in from home, which can come down to employers providing staff with the right technology and training,” said Samir Sayed, managing director for ASEAN, Korea, Emerging Markets & Pakistan, for Hybrid Work Solutions at HP.

Liz Wyse, etiquette advisor at Debrett’s, added: “With people increasingly splitting their time between the office and home, how we conduct ourselves at work has changed drastically. It is clear that hybrid working offers many benefits, including greater flexibility and a better work-life balance. However, that’s not an excuse to let etiquette slip, and standards should stay the same regardless of where you’re working from. What’s the dress code when working from home? How do you eliminate distractions and present a professional façade online? This guide seeks to answer these questions so that both staff and employers can get the most out of a hybrid working arrangement."

The comprehensive guide offers insight into everything that has to do with working in a hybrid environment — from how to behave on video calls and how to dress yourself and check your background, to body language tips and the importance of eliminating distractions.

Key takeaways from the etiquette guide include:

• Give a "roya"  wave: Ending a video call can sometimes feel a bit awkward. To make calls feel more friendly and inclusive, you can soften the abrupt finality of pressing ‘End call’ by giving colleagues a goodbye wave.
• Avoid video motion sickness: Stay in a fixed position during video calls. Carrying your device around while you answer the door or wander around the office during video calls risks giving your colleagues a bad dose of motion sickness.
• No meeting munchies: You should try to avoid eating when you’re doing a video call. You don’t want people to focus on the contents of your lunch rather than what you’re saying. It’s preferable to eat before you join a meeting.
• Beware of the danger of diversions: Your home is full of diversions. Be it domestic chores, the garden or visits to the fridge – it’s all too easy to wander around doing jobs or making snacks, which ultimately distracts you from your job and impacts your productivity.
• Eliminate virtual background clutter: Indulge in a little set-dressing before your call. Evaluate your video background. Try to eliminate chaotic bookshelves, discarded clothing, empty take-away containers and distracting artwork. You want your colleagues to focus on you, not your background.
• Say no to stoic sickness syndrome: Do not struggle into the office if you are suffering from a cough or cold or anything contagious. Nobody will applaud your stoicism.
• No meeting multitasking: It’s inappropriate to multitask during meetings. An example is looking at your phone. It is also very bad form to carry on working while answering a call. Everybody will realize that your mind is elsewhere and hear the incriminating clatter of your keyboard.
• Mute your work mates: Noise in the office can be distracting when joining calls. It’s quite acceptable to politely ask your colleagues—or the people in your house—to keep their voices down and to turn down their radio or music.
• Dress for success: People will choose to wear more relaxed, comfortable clothing when working from home, but it’s important to be aware of the psychological impact of truly letting yourself go. Aim to dress as if you are in the room with other meeting attendees.
• Embrace long pauses: Don’t be alarmed by long pauses during meetings and scramble to fill such pauses with chatter. They are an invaluable way of giving people space to interject or expound.

On the part of the company, instead of giving everyone the same equipment, admin should understand how people like to work and collaborate, and also check out the spaces that they use when working at home —most importantly, their home office setup. This can be used to tailor the equipment provided, allowing employees to look their best, be heard, feel included and avoid distraction, regardless of whether they’re working from home or in the office.

The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.

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This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.

Example #2

Dr Brittany Jones NAB 4.04

This course is compulsory on the Executive MSc in Health Economics, Policy and Management. This course is available on the Executive MSc in Health Economics, Outcomes and Management in Cardiovascular Sciences. This course is not available as an outside option.

The course aims to introduce students to the main principles of management and strategy and related issues that impact on organisational change, group decision making, innovation and leadership. Key models and academic tools will be presented and their application to real world situations discussed. The course aims to give students a strong academic understanding and also enable them to apply this knowledge to their practice. 

The course outline is below

1. Strategy and Managerial Work

In this session, we will explore the development of the modern practice of ‘strategy’ and what it means today. Along the way, we will show how organisational practices like planning met emerging ideas in academia, especially in economics, to develop new tools and ways of thinking that transformed the practice of management in the late 20th century. The development of strategic management and planning tools and the competitive environment in which they emerged will be discussed and the application of these tools will be examined in competitive markets.

2. Innovation Management

This part of the course will introduce the topic of innovation management. In particular, it introduces participants to the conceptualization of innovation as a means to affect the competitive process. Participants will be introduced to the basics of the competitive process and the effect of innovation on the competitive process. Participants will be active in analysing the competitive process surrounding their organization and the competitive position their organization occupies within it and activities will be used to promote thinking about how innovations, small or large, can defend and/or improve their competitive position.

3. How Individuals and Groups Organise and Make Decisions and Take Risk

This part of the course will introduce issues related to working as individuals within an organisation and as a group. It will look at the “benefits” and “harms” of group decision making processes – especially with reference to health care where collaborative multi-disciplinary teams are commonplace – and also discuss how group decisions making can be undermined by systematic biases.

4. Behaviour Change and Social Marketing

This part of the course will introduce the drivers and mechanisms of behaviour change in organisations. In particular, we will discuss how different organizational-level factors may influence behaviour change, including resistance to change from various levels and sustainability of changes across time, and how organizational behaviour change can be measured. Models of organisational behaviour change will be introduced and the principles of managing and leading change in established systems will be discussed with a focus on the stages of planning and implementation of change. Alongside this appropriate tools and resources will be introduced to aid future organisational changes. The coverage of social marketing will deal with the formulation and execution of strategies designed to influence behaviour change amongst groups at risk of cardiovascular disease.

5. Culture and Leadership

This part of the course will explore the definition of culture within organisations and leaders’ role in creating and supporting successful teams. Key components of leadership, like the ability to establish direction and motivate and inspire a workforce as well as handle relationships with external stakeholders, will then be introduced with a consideration of how they affect culture and working practices.

This course will be delivered as a combination lectures and seminars, totalling a minimum of 25 hours. During the course students will also undertake a writing seminar series covering critical reading and writing skills for effective management communication. 

Students will be expected to produce 1 essay.

The formative assessment is a 500 word outline of the summative assessment essay question. 

Mintzberg, H., Ahlstrand, B. and Lampel, J. (2008). Strategy Safari: The Complete Guide Through the Wilds of Strategic Management (Second Edition). Prentice-Hall. Chapters 1 and 4

Whittington, R. (2000).  What is Strategy—and Does it Matter? (Second Edition) Thomson International. Chapters 1, 2 and 4

Barney, J. 1995. Looking Inside for Competitive Advantage. The Academy of Management Executive. 9(4): 49-61.

Christensen, C.M., Raynor, M.E., McDonald, R. 2015. What Is Disruptive Innovation? Harvard Business Review. December Issue (available online athttps://hbr.org/2015/12/what-is-disruptive-innovation)

Essay (100%, 3000 words).

The course will be assessed on the basis of a 3000 word essay on a specific topic. In writing this essay, students will be able to demonstrate and synthesise what they have learned from the lectures, reading material, group discussions and their own independent research and thinking. The content of the assessments will lead on from the simulation exercises that have been used in the seminars and students will be encouraged to use topics they have identified during reflections on their own work.

Formative assessment will be based on a 500 word outline of the essay. This will give students an opportunity to develop their thoughts ahead of the summative assessment and will allow feedback from course teachers that will guide students when they work on their longer answers.

Some departments have produced short videos to introduce their courses. Please refer to the course selection videos index page for further information.

This course is available on the MSc in Global Health Policy, MSc in International Health Policy and MSc in International Health Policy (Health Economics). This course is available as an outside option to students on other programmes where regulations permit.

The proposed course should appeal to students interested in the challenges of, and policy responses to mental illness across a wide range of societies and economies. 

Priority will be given to students from the Health Policy Department.

Students are required to have some knowledge of health systems or mental health issues. 

The course will consider how public policy can be shaped to address the personal, social and economic challenges posed by mental illnesses, across the life-course. Mental health will be considered in various contexts: high-, medium- and low-income settings. An important emphasis will be on the global nature of the challenges, and the need to find responses that have relevance across different societies.

The strong associations with disadvantage will be a theme running through the course, linked to social determinants of health. Key areas of policy-making will be covered: e.g. evaluating effectiveness, cost-effectiveness and viability of treatments, and social impacts of prevention and interventions in different contexts and life-stages.

Students will discuss issues and strategies on how public policy (not just health policy) can play crucial roles in prevention and risk-reduction, access to and funding of treatments, recovery and re-integration, social and economic inclusion. In addition to coursework, students will have the opportunity, if they wish, to link with an ongoing mental health-related research project in the Department of Health Policy. (This will not be compulsory, and students who do not make such links will not be disadvantaged.) Students may wish to use this as a platform for their group-based summative assessment (see below).

Course outline (by week)

1. What is mental illness? Cultural, clinical and other interpretations and definitions; prevalence; incidence; disability; consequences across the life-course for individuals, families, societies (including subgroups with different risks, such as migrants, LGBTQ+, those experiencing natural or other disasters) and economies (broad introduction); links to broader concepts of wellbeing.

2. Responses? History of responses to mental illness (across a range of sectors); stigma; discrimination; help-seeking and treatment; institutionalisation; bi-directional implications (e.g. links to economic disadvantage, social marginalisation, crime, physical health, mental health comorbidities). The survival movement; interpretations of recovery.

3. Mental health in low- and middle-income settings: particular challenges in those contexts, although these issues will feature in all later topics too.

4. Perinatal mental health: meaning; risk and protective factors; interventions; policy challenges and responses.

5. Child and adolescent mental wellbeing: meaning; risk and protective factors; interventions; policy challenges and responses.

6. Adult mental health (including addictions and workplace issues): meaning; risk and protective factors; interventions; policy challenges and responses.

7. Old age mental health (especially dementia): meaning; risk and protective factors; interventions; policy challenges and responses.

8. Financing responses to mental illness, including issues of parity

9. Making mental health policy and legislation: contributions from a policy-maker and someone with lived experience of mental illness. 

10. Enduring lessons for mental health policy: bringing the strands together.

10 hours of lectures, 10 hours of seminars and 2 hours of help sessions in the LT.

Students will be expected to produce 1 essay in the LT (of up to 1500 words) during the course, which could be linked to the topic of their group-based project.

Project (100%, 3000 words) in the ST.

Department: Health Policy

Total students 2019/20: 39

Average class size 2019/20: 13

Controlled access 2019/20: Yes

Value: Half Unit

Please note that during 2020/21 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the situation of students in attendance on campus and those studying online during the early part of the academic year. For assessment, this may involve changes to mode of delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.