WK3DC

Equity Equity calculations are not discussed in any detail here. It is enough for our purposes to recognize that equity is a derived figure. Equity must equal total assets less liabilities. In our Williams Convalescent Center example, this generates values of $2,562 for the constant dollar method and $2,867 for the current cost method.

SUMMARY Financial reporting suffers from its current reliance on the HC valuation concept. Inflation has made many of the reported values in current financial reports meaningless to decision makers. The example used in this chapter illustrates this point. The total asset investment of Williams Convalescent Center is approximately 100% larger when adjusted for inflation under the current cost or constant dollar method. Net income, however, decreased. The result is a dramatic deterioration in return on investment––the single most important test of business success. Table 10–11 summarizes (Cleverley 227-237) Cleverley, William O. Essentials of Health Care Finance, 7th Edition. Jones & Bartlett Learning, 20101022. VitalBook file..

Chapter 11 Analyzing Financial Position LEARNING OBJECTIVES After studying this chapter, you should be able to do the following:

• 1.Describe the balanced scorecard and dashboard reporting.

• 2.Describe the four key elements of dashboard reporting.

Increase in specific prices over general price level ($3,783 less $3,791)

($8)

 

 

• 3.Explain what is most important in long-term financial success.

• 4.Explain the primary financial objective of a healthcare firm.

• 5.Describe the critical drivers of financial performance. • 6.Discuss the importance and types of performance

measures. • 7.Introduce the hospital cost index measure.

REAL-WORLD SCENARIO Michael Dean has been recently appointed to the board of Kenyon Medical Center, a 300-bed, not-for-profit community hospital. Mike is an attorney who specializes in labor law and is the firm’s primary litigation expert in this area. He is reviewing the financial information that was sent to him this morning in preparation for his first board meeting this evening. His total financial package includes 28 pages of financial information consisting of current monthly income statements, a balance sheet, and other monthly actual-to-budget comparisons of performance with some selected financial ratios. Tonight’s meeting is critical because the board’s major item for discussion is related to a proposed bond issue to finance major hospital renovation. Mike recognizes that he has a fiduciary responsibility to protect the assets of the hospital and to ensure its continued financial viability, but he does not know how to determine whether the hospital can afford to take on this additional debt. There is so much information and no apparent pattern as to what really is important. He is also concerned about assessing how the proposed financing would impact the hospital’s financial performance and thus its ability to repay both interest and principal on the debt. He recently read a report on “dashboard reporting” and wonders if some structure like this would help him and other board members to get a better appreciation for the financial performance of the hospital.

The major purpose of this chapter is to introduce some analytical tools for evaluating the financial condition of healthcare entities. Think for a moment how confusing and difficult it would be without a key to reach

 

 

any conclusions about financial position from any of the financial statements presented in Chapter 9. Unless your training is in business or finance, the statements may look like a mass of endless numbers with little meaning. In short, there may be too much information in most financial statements to be digested easily by a general-purpose user. During the last 30 years there has been an explosion in the adoption and integration of information technology to financial reporting. Financial data are collected, analyzed, and distributed to decision makers in a more accurate and timely manner and in greater quantity than ever before. However, many people believe the technology has not had a positive impact on performance. Although we have made important strides in the technology of information collection and distribution, we have failed to realize significant improvements in the decision-making value of that information. What accounts for the failure to take advantage of information technology advances? We believe the answer is very clear and is one that most executives would readily acknowledge. We have been using the technology to deliver data, and more of it, to decision makers more rapidly, but we have ignored the issue of information relevance. As a result we have in many cases simply used technology to deliver irrelevant or inappropriate data more quickly. Bad data delivered more quickly are not likely to improve performance in either the short run or the long run. LEARNING OBJECTIVE 1 Describe the balanced scorecard and dashboard reporting. To improve the collection and communication of financial and operating information, “balanced scorecards” and “dashboards” were created. Essentially, these tools are neatly formatted reports that provide information on the organization’s performance in a limited number of areas. The reports help focus attention to key performance indicators (also referred to as key metrics or measures) that are typically defined by senior leadership. The concept of balanced scorecards developed by Robert Kaplan and David Norton represents an attempt to enhance the value of

 

 

information and exploit the capability of information technology to deliver true value to decision makers. Balanced scorecards, in their stripped-down version, simply state that reporting should be available on those key attributes affecting performance. More data are of little value if they do not provide information to a decision maker that can be used to improve the performance of the firm. Dashboard reporting is a natural subset of balanced scorecards and is increasingly used in almost all sectors of the economy to keep managers focused on critical areas that affect overall firm performance. In 1988, a major company won a Vision Award issued by Business Finance for its dashboard reporting system. The company’s present dashboard system is intranet based and replaced the company’s monthly 200-page binder system that was sent to managers. The mix of 16 financial, operating, and human resource measures is available online in a drill-down format into which managers can dig deeper if they desire. The system is extremely easy to use and focuses on critical performance drivers. DEVELOPING AN EFFECTIVE FINANCIAL REPORTING SYSTEM LEARNING OBJECTIVE 2 Describe the four key elements of dashboard reporting. Assuming that many healthcare providers are interested in developing a dashboard reporting system for key executives and board members, what needs to be done? In general, four critical questions must be answered:

• 1.What is most important to the firm’s success? • 2.What are the critical drivers that influence performance

attainment? • 3.What are the most relevant measures that reflect critical

driver relationships? • 4.What relevant benchmarking data are available to assess

performance?

 

 

In the remainder of this chapter we answer these four questions with respect to financial performance. We then examine a specific hospital example to illustrate the definition and utilization of financial indicators to assess financial performance and to identify critical opportunities for management intervention. Question One: What is Most Important for Success? Understanding financial performance in any business requires some global or summary measure of financial success. For many healthcare organization executives, this measure is often the operating margin (operating income divided by revenues). Although operating margin is important, we believe that relying on this as a measure of success can be misleading in many situations. For example, low operating margins may not always be bad and high operating margins may not always be good. LEARNING OBJECTIVE 3 Explain what is most important in long-term financial success. What should be the primary criterion for financial success in healthcare organizations? We believe that a financially successful organization is capable of generating the resources needed to meet its mission. This creates two immediate questions. First, what are resources? Second, what level of resources is needed to fulfill the mission? Economic resources that are owned or controlled by a business firm are referred to as assets and include such items as supplies, equipment, buildings, and other factors of production that must be present to produce health services. Human resources are not usually shown as assets because the firm does not own an individual, but human resources also are required in the production of products or services. Resources or assets owned by a healthcare organization are shown in its balance sheet, which provides a listing of its assets and the pattern of financing used to acquire those assets. The level of resources required by a healthcare organization depends largely on the range and quantity of health services envisioned in the mission statement. In situations when there is no scientific standard for

 

 

resource requirements, benchmarking against other healthcare organizations may be used to partially address the issue of resource need. A hospital or healthcare firm can find itself in a situation when it may have too little investment in assets to meet the production needs for services, or it may have excessive investment in assets of a certain category. Resources can be financed with either debt or equity funds, as any balance sheet clearly shows. A financially successful organization must therefore be capable of generating the amount of funds through debt and/or equity that is needed to finance the required level of resources. Figure 11–1 depicts a simple balance sheet that illustrates these concepts. In this example our healthcare organization needs to increase its investment in assets, or resources, by $100 million (to a total of $200 million) over the next 7 years to fulfill its mission. This level of future investment should be a byproduct of the firm’s strategic plan. A strategic plan should provide some information about projected service levels, which in turn should drive expected investment. Strategic financial planning is the topic of Chapter 13. The rate of annual compounded asset growth for the example in Figure 11–1s approximately 10% per year. This rate equals the average rate of asset growth in many voluntary not-for-profit hospitals during the last 5 years. Although this growth rate may seem high, remember that this rate incorporates replacement of assets at higher prices, new technology, entry into new product lines requiring new investment, and increases in working capital such as accounts receivable. The healthcare organization depicted in Figure 11–1 has chosen a financing mix of 50% equity and 50% debt.

 

 

Figure 11-1 Sustainable Growth This means that 7 years later, the target financing mix will be $100 million of debt and $100 million of equity to finance the $200 million investment in assets. If an organization must grow to meet its mission, then, given our discussion, it must be sensitive to how quickly it grows (the asset growth rate) and how it grows (the mix of debt and equity financing). The principle of sustainable growth states that no business entity can generate a growth rate in assets (10% in our example) that is greater than its growth rate in equity (also 10% in our example) for a prolonged period. It may be possible to generate new asset growth of 15% for several years when equity growth is only 5% by changing the percentages of equity and debt financing. There is no mystery in the

 

 

principle of sustainable growth, and it is not some esoteric finance concept that bears no relationship to reality. Any business will have its asset growth rates limited by its ability to generate new equity growth. To not believe in the validity of this concept implies that a firm could always increase its percentage of debt financing to any level. There are no exceptions to this theorem. It is not something that represents a nice target; it is a fundamental principle of business from which no one is exempt. Some governmental healthcare organizations may argue that they always generate growth rates in equity less than their asset growth because they get capital funds directly from their governmental sponsors. Those transfers represent a transfer of equity and are a part of equity growth. To be clear, the most important aspect of long-term financial success is sustainable growth. LEARNING OBJECTIVE 4 Explain the primary financial objective of a healthcare firm. If sustainable growth (equity growth that meets or exceeds asset growth) is an organization’s long-term financial goal, then there is no other financial objective that is more important than equity growth. Healthcare organizations that expect low rates of equity growth in the future most likely will not be able to provide the level of resources sufficient to meet their mission. If your healthcare organization anticipates growth rates in equity of only 5% over the next decade, it is almost certain that your asset growth potential will be no greater than 5%. Although the objective is not to add assets or investments for the sake of growth, health-care organizations that remain viable must add new investments. Healthcare organizations with low rates of growth in equity most likely will experience most of their asset growth in working capital areas such as accounts receivable and supplies. These firms will invest very little in renovation and replacement of existing equipment and plant and very little in new capital required for entry into new markets. If they are surrounded by firms that are not experiencing low equity growth rates, their market share will decrease as their relative delivery capability deteriorates. Growth rate in equity can be expressed as follows:

Change in equity Equity

 

 

= Net income

Equity

× Change in equity

Net income

Most voluntary not-for-profit healthcare organizations do not have a source of equity other than net income. This means that no transfers of funds from government or large restricted endowments exist to increase the firm’s change in equity from the level of reported net income. In these situations the term change in equity/net income equals one; therefore, growth rate in equity can be defined as net income divided by equity, or return on equity (ROE). ROE is therefore the primary financial criterion that should be used to evaluate and target financial performance for voluntary not-for-profit healthcare organizations when transfers of new equity are not likely. ROE is also the primary financial criterion that should be used to evaluate and target financial performance for taxable for-profit firms. In sum, to answer our first question of “what is most important” in dashboard creation, we believe that organizations must focus on sustainable growth to be viable long term. Sustainable growth, and equity growth in particular, can be measured by ROE. Therefore, the most important long-term financial metric that can be included on a financial dashboard is ROE. In the remaining portions of this chapter, we explore how the relationships that drive ROE impact the rest of the financial dashboard. LEARNING OBJECTIVE 5 Describe the critical drivers of financial performance.

Question Two: What Are the Critical Drivers of Performance?

 

 

At present, we only have one measure on our financial dashboard: ROE. If improving ROE is our goal, it is important to understand the underlying performance relationships that impact that growth. ROE is simply defined as follows: ROE =

Net Income Equity

( or Net Assets

)

However, ROE can be factored into a number of components that help executives analyze and improve their ROE values. The following equation also defines ROE: R O E =

Operating income +

Nonoperating income Revenue

× Revenue Assets

× Assets Equity

This alternative formula tells us that an organization can improve its ROE in a variety of ways. First, it can improve its operating margins (operating income divided by revenue). Second, it can increase its nonoper-ating gain ratio (nonoperating income divided by revenue). Third, it can increase its total asset turnover (revenue divided by assets). Fourth, it can reduce its equity financing ratio (equity divided by assets). Operating margin improvement is an important strategy for improving ROE, but it is not the only way that ROE can be increased

 

 

and sustainable growth achieved. Figure 11–2 depicts the critical relationships affecting financial performance in most healthcare firms. If we assume that ROE, or business unit value, is the primary measure of financial performance success, the schematic in Figure 11–2 provides a roadmap of the critical drivers of performance. The schematic shows that the three primary determinants of value are profit, investment, and cost of capital. These three primary determinants of value can be related to a set of macro drivers, and then ultimately to a number of micro value drivers that enable measurement and modeling for effective dashboard reporting. It is important for every healthcare firm interested in developing a set of measures to monitor and evaluate performance to start with a model similar to the one defined in Figure 11–2. Without this type of framework, many executives simply try to define a set of measures from those that currently exist or could be created. Defining measures without understanding key relationships can be dangerous. For example, reporting man-hours per discharge without adjusting for case-mix intensity can lead to erroneous conclusions and potentially bad decisions. Know your business before you determine how best to capture the essence of its performance. LEARNING OBJECTIVE 6 Discuss the importance and types of performance measures. Question Three: What Are the Most Relevant Metrics? Understanding the relationships that drive performance permits one to define performance measures that should focus management attention on areas that need to be corrected. There is always a dilemma encountered in the definition of the measures used for reporting. First, the absolute number of measures used must be limited. The used measures should have a high probability of problem/ opportunity detection. For example, in our sample hospital’s dashboard report, we assess the probability of a supply or drug cost problem by examining costs for four high-profile diagnosis-related groups (DRGs). Second, the measures should be naturally related to

 

 

the key driver map developed earlier (Figure 11–2). In the case of our dashboard report we identify 13 critical performance driver categories:

Figure 11-2 Micro and Macro Drivers • 1.Market factors • 2.Pricing • 3.Coding • 4.Contract negotiation

 

 

• 5.Overall cost • 6.Labor costs • 7.Departmental costs • 8.Supply and drug costs • 9.Service intensity • 10.Nonoperating income • 11.Investment efficiency • 12.Plant obsolescence • 13.Capital position

Third, the measures used should be capable of external validation or benchmarking. Measuring current performance with past performance may be helpful in some cases, but ideally comparative industry benchmarks should be available. Our “hospital dashboard” report contains 49 measures that are related to the 13 critical performance driver categories. Each of these measures can be related to external comparative data as well as comparisons with individual market area competitors. Benchmarking data from competitors are extremely valuable. We discuss the measures used for each of the 13 performance drivers when we begin our case discussion.

Question Four: What Benchmarking Data Should Be Used? Comparative benchmarking data are crucial ingredients to the success of any dashboard reporting system. Ideally, a business would like some comparative reference points. How am I doing with respect to similar firms in my industry? How am I doing relative to my primary competitors? Identifying measures that are able to capture the nuances of revenue or cost drivers is nice but may be of

little value if no external comparative benchmarks can be found. For example, most hospitals would like to measure and compare nursing cost on an acuity-adjusted basis, but uniform benchmarks are not

 

 

currently available. In this situation direct nursing cost per patient day may be the best that one can do. The measures used in this chapter for our case hospital allow external comparisons and competitor comparisons because the databases used in measure definition are publicly available in the following sources:

• •Medicare Cost Reports • •Standard analytical outpatient file • •MedPAR file

CASE EXAMPLE: HARRIS MEMORIAL HOSPITAL For the remainder of this chapter we illustrate the use of financial analysis techniques through a case example: Harris Memorial Hospital and Harris Community Foundation (HCF), which we also used in Chapter 9. We use the audit for HCF in Appendix 9–A to calculate many of the financial ratios in our dashboard. HCF has one primary competitor in its market: Eastside Healthcare. The primary hospital for HCF is Harris Memorial Hospital, a 430-bed facility. The primary hospital for Eastside Healthcare is Eastside Medical Center, a 170- bed facility. Many of the metrics on our dashboard relate only to the primary hospitals. These metrics are calculated from the public data sources (cost reports, standard analytical outpatient file, MedPAR) and do not directly tie to the audit in Appendix 9–A. In sum, when examining our sample dashboard you can practice calculating the metrics when the data source is listed as “Audit” but cannot practice calculations for the other data sources. In the end, it is most important to understand how to interpret the metrics, not simply how they are calculated. Our dashboard can be found in Table 11–1.

Table 11-1 Dashboard for Harris Memorial Hospital

 

 

Data Element Data Sour ce

Formula Harris Memo

rial Hospit

al

Easts ide

Medic al

Cente r

U.S. Medi

an

Overview Return on equity Audit Excess of revenue over

expenses/net assets 9.0 9.0 5.6

Financial Strength Index®

Audit [Total margin – 4%/4%] [days cash on hand – 120/120] [50% – debt financing %/50%] [9 – average age of plant/9]

1.4 0.1 –1.0

Total margin Audit Excess of revenues over expenses/ operatingrevenue nonoperating gains

7.0 6.9 1.9

Market factors Inpatient revenue %

Publi c

Gross inpatient revenue/gross patient revenue

30.5 61.9 54.0

Surgical cases %

Publi c

Medicare surgical discharges/Medicare total discharges

35.6 38.3 23.3

Market share % Publi c

Net patient revenue/ sum of net patient revenue in county

87.0 57.8 32.6

Medicaid days %**

Publi c

Medicaid patient days/ total patient days

23.2 12.4 14.7

Medicare days %**

Publi c

Medicare patient days/ total patient days

42.3 59.7 49.5

 

 

Revenue growth (last year) %

Audit (Operating revenue current year – operating revenue prior year)/operating revenue prior year

6.5 10.5 4.6

Pricing Average charge perMedicare discharge (CMI = 1.0)*

Publi c

All Medicare inpatient charges/(number ofdischarges × CMI)

14,421 14,73414,977

Average charge per visit (RW = 1.0)*

Publi c

Average Medicare visit charge/average relative weight

192 223 239

Routine room rate*

Publi c

Average charge for routine care

816 627 781

Chest x-ray (71020)*

Publi c

Average charge for chest x-ray

226 245 202

Coding factors Change in Medicare CMI %

Publi c

Percentage change in Medicare case mix index (2 years)

–1.9 –2.6 2.2

Medicare CMI Publi c

Measure of the costliness of cases treated bya hospital relative to the national average of all Medicare hospital cases, using DRG weights as a measure of relative costliness of cases

1.7644 1.74391.3727

 

 

CC/MCC capture rate (2008)

Publi c

The number of Medicare cases in MS- DRGs with a CC or MCC designation divided bythe total Medicare cases (2008)

0.5 0.5 0.5

Injectable drug without administration %

Publi c

Claim chosen if pharmaceutical item requiring injection or infusion present without the administration procedure

24.1 8.1 14.4

Contract negotiation Nongovernment payers %

Publi c

Percent of revenue from sources other than Medicare or Medicaid

34.4 27.9 33.1

Markup (charges/cost)

Publi c

(Gross patient revenue other operatingrevenue)/total operating expenses

2.9 2.9 2.6

Deduction % Publi c

Contractual allowances/gross patient revenue

60.7 67.5 61.7

Cost position

 

 

Hospital Cost Index®

Publi c

[(Average cost per Medicare discharge/ U.S. Median) × IP revenue %] [(average costper visit/U.S. median) × OP revenue %]

117.4 78.9 100.9

Average cost per Medicare discharge (CMI = 1.0)*

Publi c

Medicare inpatient costs/(Medicare discharges × CMI)

5,603 5,054 5,504

Average cost per visit (RW = 1.0)*

Publi c

Average Medicare visit costs/average relative weight

82 40 66

Labor costs Net patient revenue per FTE*

Publi c

Net patient revenue/ FTEs

179,127106,963119,924

FTEs per adjusted patient day

Publi c

FTEs/(adjusted patient days/365)

4.1 6.7 4.8

Salary per FTE* Publi c

Salaries/FTEs 67,933 44,38746,175

Departmental cost Direct cost per routine day*

Publi c

Direct routine costs/ routine patient days

299 263 311

Direct cost per ICU/CCU day*

Publi c

Direct ICU and CCU costs/ICU and CCU patient days

573 740 693

Overhead cost %

Publi c

Overhead expenses/ total expenses

25.0 21.0 32.0

 

 

Capital related costs per adjusted patient day*

Publi c

Old and new capital- related costs/adjusted patient days

132.0 133.0 102.0

Supply and drug cost MS-DRG 247 supply cost

Publi c

Perc cardiovasc proc w drug-eluting stent w/o MCC

3,676 6,878 5,141

MS-DRG 470 supply cost

Publi c

Major joint replacement or reattachment of lower extremity w/o MCC

4,696 6,912 5,989

MS-DRG 194 pharmacy cost

Publi c

Simple pneumonia and pleurisy w CC

1,138 728 795

MS-DRG 603 pharmacy cost

Publi c

Cellulitis w/o MCC 993 745 691

Service intensity Medicare length ofstay (CMI = 1.0)

Publi c

Medicare inpatient days/(Medicare discharges × CMI)

2.7 2.5 3.5

Ancillary cost per Medicare discharge (CMI = 1.0)

Publi c

Medicare ancillary costs/(Medicare discharges × CMI)

3,981 3,787 3,007

Nonoperating income Days cash on hand

Audit (Cash and cash equivalents long-term investments)/((total expenses – depreciation)/365)

219 29 33

 

 

Investment income/ investment %

Audit Investment income/ total investments

5.9 0.0 1.9

Portfolio in equities %

Audit Equity investments/ total investments

58.7 n/a 50.0

Investment efficiency Days in A/R Audit Net accounts

receivable/(net patient revenue/365)

Inventory/net patient revenue %

Audit Inventory/net patient revenue

0.9 2.9 1.9

Revenue/net fixed assets

Audit Operating revenue/net fixed assets

1.52 1.87 2.45

Plant obsolescence Average age of plant

Audit Accumulated depreciation/ depreciation expense

11.1 10.7 9.3

2-yr change in net fixed assets

Audit (Net fixed assets – net fixed assets(2 yr prior))/net fixed assets (2 yr prior)

37.2 44.6 5.0

Capital position Long term debt/ equity %

Audit Long-term debt/net assets

72.1 37.8 31.2

Average cost of equity %

Publi c

Risk-free rate on U.S. government obligations estimated beta of firm × market risk premium

9.1 7.8 7.6

 

 

CMI, case-mix index; MCC, major complication and comorbidity. *Wage index adjusted metric to remove differences in cost of living **Medicaid and Medicare Days % include government-sponsored health maintenance organization (HMO) days

Dashboard: Overall Performance Three measures of overall performance are identified in Table 11–1:

• •Return on equity (ROE) • •Financial Strength Index® (FSI) • •Total margin (TM)

For all three of these measures, larger values are desirable. A quick review of the data in Table 11–1 reveals a strong position for Harris when compared with U.S. medians. There may be some financial and operating issues that need to be addressed if Harris is to continue as a financially strong healthcare provider. Before we discuss these measures, we define them and compute values for 20X7:

Debt financing % Audit (Total assets – net assets)/total assets

47.5 31.6 47.1

Cash flow to total debt %

Audit (Net income depreciation)/total liability

17.1 29.6 10.5

Debt service coverage

Audit (Net income depreciation interest)/ (principal payment interest)

6.9 n/a n/a

 

 

Harris’s value for ROE is 9.0%, which indicates that the firm has a positive bottom line. A review of the data in Appendix 9–A shows that Harris has reported sizable balances of both operating and nonoperating income in 20X7 and 20X6. total margin measures the return on revenue from both operating and nonoperating sources. Harris is realizing positive returns in both areas, but nonoperating returns in 20X7 were lower than those in 20X6. The final overall measure is the Financial strength index. This index attempts to measure the four areas of financial position that collectively determine a firm’s financial strength:

• •Profits––measured by total margin (normalized average target: 4%)

• •Liquidity––measured by days cash on hand (normalized average target: 120 days)

• •Debt expense––measured by debt financing percent (normalized average target: 50%)

 

 

• •Age of physical facilities––measured by average age of plant (normalized average target: 9 years)

Simply stated, firms that have high profits, lots of cash, little debt, and new plants have great financial strength. Firms with losses, little cash, lots of debt, and old physical facilities will not be in business long. Each of the four measures is “normalized” around a predefined average for the measure. This permits us to add the four measures to create a composite indicator of total financial strength. Harris has a very strong overall Financial Strength Index due primarily to its favorable total margin position and its strong cash position. Harris’s strong cash position is also a factor that impacts total margin. In 20X7 nearly 50% of Harris’s total net income was derived from investment income. Debt levels at Harris are also below normative values, which further enhances its overall financial strength. A critical objective for Harris in coming years will be to maintain its current financial position. We now focus our attention on reviewing the 13 critical drivers of performance listed earlier to identify possible areas of opportunity for Harris. Market Factors Many factors influence the financial performance of a healthcare provider, as Figure 11–2 shows. Market factors play an important role in the final financial performance of any business. Six measures of market factors are identified in Table 11–1:

• 1.Inpatient revenue • 2.Surgical cases • 3.Market share • 4.Medicaid days • 5.Medicare days • 6.Revenue growth

Inpatient revenue at Harris is only 30.5% compared with 61.9% at Eastside and 54.0% nationwide. In most situations a higher percentage of inpatient revenue is desirable because profit margins are usually higher on inpatient product lines. For example, many U.S. hospitals make positive margins on Medicare inpatients, but most hospitals lose money on Medicare outpatients.

 

 

Harris does a lot of surgery compared with U.S. averages but less than Eastside does. Usually, surgical inpa-tient cases are more profitable than are medical cases. Market share is perhaps the most critical measure of performance in the market factor category. High market share often leads to higher realized prices and lower cost per unit. If a healthcare provider had no competitors and operated as a monopoly, it could conceivably dictate price to all payer groups except Medicare and Medicaid. The market share position of Harris is higher than that of Eastside. Harris enjoys greater market share, which may give it a better contract negotiation position. Because this market is dominated by only two providers, both hospitals should be able to demand and receive favorable contract terms because neither hospital has the capacity to service the entire market. In addition to the ability to negotiate more favorable reimbursement terms, higher market share also can provide significant improvements in profits because of lower cost per unit. Greater volume spreads fixed costs among more patients. Medicare and Medicaid percentages provide an indication of payer- segment importance. Usually, Medicaid is perceived as a less desirable payer, whereas Medicare in many hospitals is a desirable payer, especially for acute inpatient care. Harris appears to have an unfavorable relationship here. It has much higher Medicaid volume compared with its competitor and U.S. averages, whereas it has lower percentages of Medicare. Harris’s geographical location has placed it closer to the Medicaid population than its primary competitor. Losses on Medicaid patients are substantial and, when combined with Medicare losses, create a need for higher payments from the limited private-payer base. Revenue growth at Harris is above U.S. averages but below Eastside. This is most likely a result of Harris’s greater growth in Medicaid volume. Although revenue growth is desirable, revenue growth in profitable product lines is critical. Harris has experienced growth in some less profitable lines such as Medicaid, and this can hurt overall profitability. Conclusions reached from our review of market factors are as follows:

 

 

• •Harris must concentrate growth strategies in product lines that are profitable, especially inpatient surgical areas.

• •If market share enhancement is not feasible, cost cutting must be pursued or unprofitable product lines must be eliminated.

• •Reduced reliance on Medicaid business is desirable. Pricing Factors Pricing can still have a sizable influence on a health-care firm’s profitability, even considering that many payers have fixed-fee reimbursement schedules. Of concern to many is the price elasticity of healthcare services. In simple terms, will volume drop if I raise prices? This is a difficult question to answer, but in many cases price elasticity is believed to be negligible for many healthcare services. If a healthcare firm’s prices are lower than its competitors’, the issue of price elasticity becomes less important. The first objective is therefore to determine whether your prices are above or below your competitors’. The four pricing measures are all developed from public data sets and are presented in Table 11–1. The data show that Harris has prices below its competitor’s––with the exception of room rates. Average charge per Medicare discharge (case-mix index = 1.0) defines the average price for a Medicare discharge with a case-mix weight of 1.0. Table 11–2 provides a simple example to illustrate how this measure is developed. Adjusting charges or cost to a case weight of 1.0 permits meaningful comparisons across firms. Table 11–1 also indicates that this measure for the U.S. median is stated in the hospital’s wage index of 0.8304. This removes potential cost-of-living issues that might impair comparability. Charges for a specific discharge or an outpatient encounter are the product of two factors:

Table 11-2 Illustration of Case-Mix Weighting

 

 

DRG Cas e

Weig ht

No. of

Cas es

Aggreg ate

Case Weight

Total Char ges

1 0.80 10 8.00 $64,000 2 1.20 10 12.00 96,000 3 1.60 10 16.00 128,000

30 36.00 $288,000

Average Charge per Case

=

$288,000

30

=

$9,600

 

 

Average Charge per Case (case-mix index = 1.0)

=

$288,000

36

=

$8,000

 

 

• •Intensity of service • •Charges for specific procedures

(Cleverley 243-254) Cleverley, William O. Essentials of Health Care Finance, 7th Edition. Jones & Bartlett Learning, 20101022. VitalBook file.

Chapter 12 Financial Analysis of Alternative Healthcare Firms LEARNING OBJECTIVES After studying this chapter, you should be able to do the following:

• 1.List some of the major nonhospital and nonphysician sectors of the healthcare industry.

• 2.Discuss the sources of revenue for the nursing home industry.

Average Case Weight =

36

30

=

1.2

 

 

• 3.Discuss the major sources of revenue and expenses of medical groups.

• 4.List and describe the major organizational types of physician groups.

• 5.Describe alternative health maintenance organization arrangements.

REAL-WORLD SCENARIO Laura Rose has been recently appointed to the Board of ElderCare, a large, for-profit operator of skilled nursing facilities (SNFs) around the country. Laura’s first committee assignment is to the Treasury Committee because of her prior business experience. Although Laura had extensive experience as a hospital administrator, she had relatively little familiarity with the SNF industry. Upon reviewing ElderCare’s recent financial statements, she was concerned about the dramatically declining financial position. She noticed that revenues were declining on per facility and per patient bases. Meanwhile, the company’s debt had been downgraded, and its borrowing costs had risen substantially. She is aware that Medicare implemented a SNF prospective payment system as part of the Balanced Budget Act of 1997. Payment increases by Medicare and Medicaid have not kept pace with increases in costs in recent years. She wonders whether this might be a factor in the company’s financing issues. In general, profitability in the long-term care industry has declined significantly in recent years, and several industry leaders had filed for bankruptcy protection. Although some believe that SNF prospective payment systems were largely to blame, other factors, such as ill-advised acquisitions, excessive long-term debt, and poor balance sheets, probably contributed as well. In essence, she is unsure whether ElderCare’s financing difficulties are unique to management issues at ElderCare or whether they reflect more general market conditions and economic and reimbursement trends.

To understand the issue better, Laura needs to estimate the direct financial impact of SNF reimbursement. She asked the ElderCare

 

 

treasury and controller’s office staff to prepare an analysis of the financial performance of selected long-term care facilities over the period 2006 to 2010. In particular, she wants to know how SNF-bond ratings have been affected by prospective payment systems and what other factors might have contributed to the industry’s deteriorating financial performance. In Chapter 11 we discussed the measures and concepts of financial analysis in some detail, but most of the examples and industry standards were from the hospital sector. The hospital industry is by far the largest sector in the healthcare industry, but it is not the only sector; its rate of growth in recent years has been slower than in other areas. This chapter provides some additional information about alternative health-care firms. LEARNING OBJECTIVE 1 List some of the major nonhospital and non-physician sectors of the healthcare industry. First, we discuss the financial characteristics of the following three specific alternative sectors:

• 1.Nursing homes • 2.Medical groups • 3.Health plans

It is impossible to describe all the specific operating characteristics for these three sectors in one chapter, but we highlight the important differences that affect financial measures. It is important to remember that the financial measures and concepts discussed in Chapter 11 are still applicable. For example, the concept and measurement of liquidity are the same for a hospital as they are for a health plan. However, operating differences between health plans and hospitals produce different values and standards. Health plans have much lower days in receivables than do hospitals and are required to carry much higher cash balances to meet transaction needs, namely claims payment. It is not just the higher relative growth rates of non-hospital sectors that cause us to separately examine the topic of financial analysis for alternative health-care firms. Many of the alternative healthcare firms have been consolidating through both horizontal and vertical mergers

 

 

and have now become major corporations in our nation’s economy. For example, UnitedHealth Group, Aetna, and Wellpoint are among the largest corporations in the country, employing large numbers of people and absorbing significant amounts of capital to finance their continued growth. Much financial analysis and discussion are now devoted to these firms because of their almost continuous needs for financing. Major brokerage houses now have analysts who devote their time to narrow sectors of the healthcare industry, such as home health firms or medical groups. Table 12–1 presents 2008 financial ratio medians for two of the three sectors, along with comparative values for the investor-owned hospital-industry sector. We calculated ratio averages by computing the ratio average for three large publicly traded firms in each industrial group. Table 12–2 shows the composition for each of the three groups.

Table 12-1 Financial Ratio Medians, 2008 Nursing Homes

Health Insurers

Investor- Owned ospitals

Liquidity Current 1.41 0.74 1.50 Days in receivables 56.65 16.60 52.04 Days-cash-on-hand 35.21 146.92 14.67 Capital structure Debt financing percentage 62.81 65.22 81.79 Long-term debt to capital 42.72 30.95 73.74 Cash flow to debt percentage

11.39 9.00 9.57

Times interest earned 4.87 8.69 2.82 Activity

 
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Information Management

Course Syllabus

Course Description

Provides a comprehensive overview of the management of information systems and the combination of hardware, software, and people vital to the successful business operation. The strategic role of information systems is examined, as well as the characteristics of computer systems, software applications, programming languages, and relational databases.

uCertify

This course will utilize a tool called uCertify, which will provide you with readings and other activities needed to complete the course. Please refer to the uCertify link in the Course Content menu in Blackboard to access this information.

Course Textbook(s)

No physical textbook is required; resources are integrated within the course.

Additional Required Course Material(s)

See each Unit Study Guide for additional required course material(s).

uCertify Reference Notification

You will be able to find your course textbook by accessing uCertify, which can be done by clicking the uCertify link in the Course Content menu on the left-hand side of the page. Please be aware that there will not be a hard copy of this textbook. Please use the following reference for your course textbook:

Kroenke, D. (2018). Using MIS (10th ed.). New York, NY: Pearson.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Analyze the key differences between data, information, information technology (IT), and information systems (IS). 2. Explain the similarities and differences of personal knowledge management tools. 3. Examine the importance of mobile systems with regard to securing information and knowledge. 4. Explain how information systems can be used to gain and sustain competitive advantage. 5. Evaluate the approaches to developing organizational knowledge management strategies. 6. Assess the key issues involved in managing the components of IT infrastructure. 7. Summarize the requirements for successful collaboration in information systems management. 8. Evaluate major types of hardware and software used by organizations.

Prerequisite(s)

No prerequisite courses are required for enrollment in this course.

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

BBA 3551, Information Systems Management

BBA 3551, Information Systems Management 1

 

 

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library web page. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 a.m. to 5 p.m. and Friday from 8 a.m. to 3 p.m. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments

Unit I Journal

Suppose you are the information technology (IT) manager for an IT company. You receive a report that contains a list of computer equipment stored in the company warehouse. You notice that the list also includes items that you know are not stored in the warehouse. Would you consider this list as good information? Why, or why not? Give some examples of at least three items on this list that you consider to be good information and at least three items on this list that would not be good information. Explain your reasoning, and include a discussion about why good information is important in management information systems (MIS).

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit I Scholarly Activity

In this unit, you have learned about management information systems (MIS) and the importance of it. For this assignment, compose a paper that discusses the key differences between data, information, information technology (IT), and information systems (IS). Your paper should address the components listed below.

Define what is meant by information. Define what is meant by data. Create two matrices (one for data and one for information) that illustrate the key differences between information and data, place the matrices into your paper, and briefly discuss the differences in one or two paragraphs. Each matrix should contain characteristics and/or facts about the subjects (data and information) that show how they are different. Define IT. Define IS. Using the five-component model as an example, discuss some differences between IT and IS.

If you are using Microsoft Word, you can develop a matrix using this program. For an example of how to create a matrix using Microsoft Word, see the Microsoft.com explanation by clicking the link below.

Microsoft. (n.d.). Create a matrix. Retrieved from https://support.office.com/en-us/article/Create-a-matrix-0E74423D-2E28- 4DEB-9223-A30C2312CC22

You may use another computer software program that you are familiar with to create the matrices. However, you must submit your assignment in a Microsoft Word document, and the matrices should be included in the body of your paper.

Your paper must be a minimum of two pages in length (not counting the title and reference pages), and you must use at least two resources as references. Any information from these resources must be cited and referenced in APA format.

Unit II Journal

Refer back to the “2027?” section on page 69 (Q1-Q7) of the textbook in uCertify, which provides an interesting discussion about the future of collaboration. After reading about the future of collaboration systems, how do you envision collaboration in your industry in the year 2027?

Describe the industry you currently work in or plan to work in along with a discussion of your vision of what collaboration will be like for your industry in the year 2027. Be sure to discuss some of the advantages and disadvantages to your vision of collaboration in 2027.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit II PowerPoint Presentation

In this assignment, you will create a presentation for your organization to explain how successful collaboration can improve success and provide competitive advantages.

Scenario: Your organization has used a variety of collaboration systems developed by some project managers. Some of

BBA 3551, Information Systems Management 2

 

 

these systems were successful while others were not. Your organization has one unique challenge—many of your employees are staffed at other locations or work from home (telework). You would like to standardize the collaboration process to improve team communication for all company projects. In your presentation, you should include the elements listed below.

Explain why collaboration information systems (IS) are important from the organization’s perspective. Discuss how collaboration tools can improve team communication. Identify three tools that will be used for synchronous communications and three tools that will be used for asynchronous communications. Be sure to explain why you made these choices. Describe how project files, such as Microsoft (MS) Word, MS Excel, MS Project, and MS Visio, will be shared with team members. Be sure to explain the rationale behind your choice. Explain how the task list for managing tasks will be shared with team members. Be sure to explain the rationale behind your choice. Discuss how this new collaboration IS could provide competitive advantages for your organization.

Your presentation should be a minimum of six slides in length (not counting the title and reference slides). Use of images, graphics, and diagrams is encouraged.

You can use an industry of your choosing or examples from your personal or professional experiences in developing this assignment. You can also use the resources in the Unit II Suggested Reading section to assist you with this assignment.

Be sure to follow the 7×7 rule (i.e., there should be no more than 7 words per line and no more than 7 lines per slide). You are required to use speaker notes to discuss the bullet points on your slides.

You must use at least two academic resources to support your presentation, and you must cite (in APA format) any information on your slides or in your speaker notes that came from these sources.

Unit III Journal

In this unit, you learned about the Internet of Things (IoT) and smart devices. Think about how these concepts apply to your life, and describe how you use devices such as these in your day-to-day life.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit III PowerPoint Presentation

For decades, relational databases remained essentially unchanged; data was segmented into specific chunks for columns, slots, and repositories, also called structured data. However, in this Internet of Things (IoT) era, databases need to be reengineered because the very nature of data has changed. Today’s databases need to be developed with the needs of IoT in mind and have the ability to perform real-time processing to manage workloads that are dynamic. For example, relational databases should be able to work with real-time data streaming and big data (an example was presented in the Unit III Lesson).

Scenario: Falcon Security wants their customers to be able to view security video footage in real-time and provide customers with the ability to query video footage for viewing. Choosing a database solution such as MongoDB would allow Falcon Security to store customer video footage in the same database as the metadata.

To do this, Falcon Security needs a way to manage the demands of real-time data streaming for real-time analytics. Conduct some research for a NoSQL database application, such as MongoDB or Cassandra, that could meet this need. How would switching to a real-time database solution help Falcon Security remain competitive? Create a PowerPoint presentation that includes the components listed below.

Provide a brief introduction to IoT. Present the argument to the Falcon Security CEO that switching to a more dynamic database structure (NoSQL real- time database) will meet the demands of IoT. Introduce some features of the database you chose, whether it is MongoDB, Cassandra, or another database. Describe how switching to a more dynamic database will give Falcon Security a competitive advantage.

Your presentation must be a minimum of six slides in length (not counting the title and reference slides), and you must use at least two academic resources. Any information from a resource used must be cited and referenced in APA format.

Unit IV Journal

When you started your small business, you managed all business processes on your own. Now, your business is expanding and you have hired employees to help. Would you consider implementing an enterprise resource planning (ERP) system, or would you continue to use applications, such as Microsoft Office (e.g., Word, Excel, Access), to manage your business processes? Be sure to explain the reasons behind your choice.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit IV Essay

Scenario: A company called Colony Nursery and Landscaping opened a new store located a few hundred miles away from its original location. The company wants to implement an award system that awards their customers with points whenever customers make a purchase, but the two stores are not able to share information. Colony Nursery and Landscaping will need to implement an enterprise resource planning (ERP) system that will solve the information silo problem by collecting and making this user data available. Colony Nursery and Landscaping is hoping that by providing customers with this award

BBA 3551, Information Systems Management 3

 

 

system, they will be able to maintain competitive advantage. Colony Nursery and Landscaping cannot afford to purchase, develop, or maintain this system on-site, so they are investigating cloud solutions.

In addition, for many organizations, Colony Nursery and Landscaping included, information silos make it difficult to tap into needed information. Discuss whether or not the problem of information silos can be solved by using the cloud. Some organizations do not have the resources to construct or maintain their computer infrastructure, so they utilize cloud services instead to reduce costs and improve scalability. In this assignment, you will discuss whether or not the cloud offers solutions for Colony Nursery and Landscaping and identify an application that the ERP system could provide. Compose an essay that includes the elements listed below.

Define what an information silo is. Explain why information silos are a problem for organizations. Discuss why organizations are moving to the cloud. Determine whether or not using cloud services, such as a cloud-based host for data storage, would solve the ERP information silo problem at Colony Nursery and Landscaping. Explain how using the ERP system and awards program would provide a competitive advantage for Colony Nursery and Landscaping. Discuss why the implementation of an ERP system might require business process reengineering for Colony Nursery and Landscaping. Be sure to explain the business processes that will be affected (e.g., the customer awards system). Use diagrams or tables as needed, but this is not required.

Your essay must be a minimum of two pages in length (not counting the title and reference pages), and it must be formatted in APA style. You should include an introduction section that gives background and context to your reader. You must use at least two scholarly resources as references. Any information from these resources must be cited and referenced in APA format.

Unit V Journal

Recall the social media information systems scenario about augmented reality at the beginning of Chapter 8. Based on what you have learned in this unit, how would you respond if you were the head of marketing at ARES when Cassie and Raj presented their ideas about a mixed-reality environment? What do you think will happen if the company does not shift its current advertising ideology to embrace virtual environments? Be sure to use examples to support your arguments.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit V Scholarly Activity

Choose one of the scenarios below (A or B) to complete the assignment.

Scenario A

You are the business owner of a local small engine repair shop, and you have been thinking about implementing a knowledge management system for your customer service technicians. You are thinking about this because there are times when some of your technicians know how to fix certain engine problems and others do not. Providing a central knowledge repository could help share troubleshooting and repair knowledge among your technicians.

Scenario B

You are the business owner of a local cleaning service, and you have been thinking about implementing a knowledge management system for your cleaning technicians, especially for those who troubleshoot and solve cleaning problems, such as removing certain carpet and water stains, addressing mold, and selecting the proper tools and products to use for other types of cleaning issues. You are thinking about this because there are times when some of your cleaning technicians know how to properly clean carpets and others do not. Providing a central knowledge repository could help share cleaning knowledge among your cleaning technicians.

After you chose your scenario (A or B), compose a paper that addresses the elements listed below.

Explain the role of knowledge management systems. Explain what is meant by expert systems. Explain what is meant by content management systems. Discuss how the business in the selected scenario could benefit from an expert system and a content management system, and provide two examples for each type of system. Discuss how the business in the selected scenario could benefit from business intelligence, and provide two examples of these benefits. Discuss how the business in the selected scenario can use social media to not only obtain information and knowledge but to share it as well, and provide two examples of how the business might use social media information systems.

Your paper must be at least two pages in length (not counting the title and reference pages), and you must also use at least two scholarly sources, one of which must come from the CSU Online Library. Any information from a source must be cited and referenced in APA format, and your paper must be formatted in accordance to APA guidelines.

Unit VI Journal

In this unit, you learned about safeguards against security threats. Do you use any of these in your personal life or at work? If so, explain how these safeguards help to ensure information security in your home or at work. If not, do you feel like the systems are adequately protected? Should any safeguards be put into place?

BBA 3551, Information Systems Management 4

 

 

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VI PowerPoint Presentation

Recently, a terminated employee used his mobile device to log in to the company network and steal sensitive data. As the manager of the information technology (IT) security department, you were asked by your boss to present a summary of what the organization should do to prevent this from happening again. Create a PowerPoint presentation of your summary. In your PowerPoint presentation, you should include the components listed below.

Explain the goal of information security in relation to mobile devices. Identify the three sources of threats, provide a summary of each, and provide at least one example of each. Explain technical safeguards, and discuss which technical safeguard(s) should be used for mobile devices. Explain data safeguards, and discuss which data safeguard(s) should be used in this type of scenario. Explain human safeguards, and discuss which human safeguard(s) should be implemented. Discuss why the organization needs an incident response plan to secure information and knowledge.

Your presentation must be a minimum of six slides in length, not counting the title and reference slides. Be sure that any graphics used are appropriate and support the content of your presentation. You must use at least two references in your presentation, and they should be cited and referenced in APA format. Please cite all sources used.

Unit VII Journal

Recall the Augmented Reality Exercise System (ARES) scenario discussed at the beginning of Chapter 11 of the textbook in uCertify. As the manager of this project, would you approve the decision to use an offshore contractor to outsource the development of AR headset applications? Why would you make this decision?

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VII Case Study

As a manager of an organization, you will often need to find ways to cut costs. One way to cut costs is to outsource by hiring another organization to perform the service. Consider the scenario below.

As a manager for the public outreach department, you realize that the current system for managing outreach issues is outdated. You would like to have a new outreach system developed using the Cloudera platform to help manage big data. However, no one in the organization has the expertise. You will have to outsource the project to save on costs and avoid management problems. Two companies have sent in a bid—one from Vancouver, Canada, and one from Mumbai, India. The bid from India was slightly lower than the bid from Canada. Compose a response that includes the elements listed below.

Define what is meant by outsourcing. Explain how Peter Drucker’s statement (covered in the textbook in uCertify) about how one company’s back room is another company’s front room pertains to outsourcing. Use an example. Summarize the management advantages, cost reduction, and risk reduction of outsourcing. Summarize the outsourcing risks concerning control, long-term costs, and exit strategy. Discuss which company you would outsource to and why. Does distance matter?

Your case study must be at least two pages in length (not counting the title and reference pages), and you must use at least two references as a source for your essay. See the Suggested Reading section for some sample articles on outsourcing. Be sure to cite all sources used in APA format, and format your essay in APA style.

Unit VIII Journal

Identify a skill or knowledge that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VIII Essay

In this final assignment, you will develop a paper that reviews some of the main topics covered in the course. Compose an essay to address the elements listed below.

Identify the components of an information system (IS) using the five-component framework, and provide a brief summary of each. Explain Porter’s five forces model. Management IS (MIS) incorporate software and hardware technologies to provide useful information for decision-making. Explain each of the following IS, and use at least one example in each to support your discussion:

a collaboration information system, a database management system, a content management system, a knowledge management/expert system, a customer relationship management system, an enterprise resource planning system, a social media IS, a business intelligence/decision support system, and

BBA 3551, Information Systems Management 5

 

 

an enterprise IS. Identify and discuss one technical and one human safeguard to protect against IS security threats. There are several processes that can be used to develop IS and applications such as systems development life cycle (SDLC) and scrum (agile development). Provide a brief description of SDLC and scrum, and then discuss at least one similarity and one difference between SDLC and scrum Sum up your paper by discussing the importance of MIS.

Your paper must be at least three pages in length (not counting the title and reference pages), and you must use at least two resources. Be sure to cite all sources used in APA format, and format your essay in APA style.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find The CSU Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Writing Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Journal, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Journal rubric can be found within Unit I’s Journal submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your Journals, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are nongraded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to e-mail your professor. Responses to your post will be addressed or e-mailed by the professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to

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share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

Unit I Why MIS? [ Weight: 12% ]

Read/View: Unit I Study Guide Chapter 1: The Importance of MIS

Submit: Unit I Journal Unit I Scholarly Activity

2% 10%

Unit II Collaboration Information Systems and Strategy and Information Systems [ Weight: 12% ]

Read/View: Unit II Study Guide Chapter 2: Collaboration Information Systems Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8

Submit: Unit II Journal Unit II PowerPoint Presentation

2% 10%

Unit III Hardware, Software, and Mobile Systems and Database Processing [ Weight: 12% ]

Read/View: Unit III Study Guide Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7 Chapter 5: Database Processing, Q5-1 – Q5-7

Submit: Unit III Journal Unit III PowerPoint Presentation

2% 10%

Unit IV The Cloud, Processes, Organizations, and Information Systems [ Weight: 13% ]

Read/View: Unit IV Study Guide Chapter 6: The Cloud, Q6-1 – Q6-7 Chapter 7: Processes, Organizations, and Information Systems, Q7-1 – Q7-7

Submit: Unit IV Journal Unit IV Essay

2% 11%

Unit V Social Media Information Systems and Business Intelligence Systems [ Weight: 12% ]

Read/View: Unit V Study Guide Chapter 8: Social Media Information Systems, Q8-1 – Q8-7 Chapter 9: Business Intelligence Systems, Q9-1 – Q9-8

Submit: Unit V Journal Unit V Scholarly Activity

2% 10%

BBA 3551, Information Systems Management 7

 

 

Unit VI Information Systems Security [ Weight: 12% ]

Read/View: Unit VI Study Guide Chapter 10: Information Systems Security

Submit: Unit VI Journal Unit VI PowerPoint Presentation

2% 10%

Unit VII Information Systems Management [ Weight: 13% ]

Read/View: Unit VII Study Guide Chapter 11: Information Systems Management

Submit: Unit VII Journal Unit VII Case Study

2% 11%

Unit VIII Information Systems Development [ Weight: 14% ]

Read/View: Unit VIII Study Guide Chapter 12: Information Systems Development

Submit: Unit VIII Journal Unit VIII Essay

2% 12%

BBA 3551, Information Systems Management 8

 

  • BBA 3551, Information Systems Management
  • Course Syllabus
    • Course Description
    • uCertify
    • Course Textbook(s)
    • Additional Required Course Material(s)
    • uCertify Reference Notification
    • Course Learning Outcomes
    • Prerequisite(s)
    • Credits
    • CSU Online Library
    • Unit Assignments
      • Unit I Journal
      • Unit I Scholarly Activity
      • Unit II Journal
      • Unit II PowerPoint Presentation
      • Unit III Journal
      • Unit III PowerPoint Presentation
      • Unit IV Journal
      • Unit IV Essay
      • Unit V Journal
      • Unit V Scholarly Activity
      • Unit VI Journal
      • Unit VI PowerPoint Presentation
      • Unit VII Journal
      • Unit VII Case Study
      • Unit VIII Journal
      • Unit VIII Essay
    • APA Guidelines
    • Grading Rubrics
    • Communication Forums
    • Schedule/Grading
 
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Legal & Unions

Legal & Unions

Select and READ one of the following case studies (located in your textbook):

CASE 10-1 WILLFUL VIOLATION, OR A PROBLEM THAT CAN BE CORRECTED?
CASE 10-2 CONSTRUCTIVE DISCHARGE AND REINSTATEMENT OF STRIKERS

Next, analyze the case and provide an overview of key points or discussions. An overview is not a detailed description or regurgitated statements from the case, but instead key points in the caseThen, make 2 recommendations for improvements for any parts of the case (think like an HR leader). Saying that someone should have did this, or what you would have done are not considered improvements.

NOTES:

  • You may only have no more than two references for your response and each must be appropriately cited in the words.

 

Case 10-1 Willful Violation, or a Problem That Can Be Corrected?

Sandy Clark has worked for Healthy Meals Company for 10 years in a facility that cooks and packages prepared, frozen meals. Sandy is part of a crew that provides cleaning and sanitation services for the equipment used to prepare the meals. She has always sustained an excellent work record with no complaints about her work performance. She was recently assigned to the night shift to clean and sanitize the equipment used to mix and dispense sauce for the meals. The equipment consists primarily of a large vat and a rotating paddle with wooden blades driven by an electrical motor to continuously stir the sauce. After the meal preparation crew finishes production for the day shift, Sandy’s work begins cleaning and sanitizing the equipment for production the next day.

Sandy was trained to clean and sanitize the equipment by observing an experienced member of the sanitizing crew who had been performing the work for the past three years. During her training, she was instructed to use a high-pressure water hose, bleach, and sanitizing cleaner on the paddle blades and the lower part of the vat, then use a sponge pad to scrub the top part of the vat. Her trainer explained that the best way to get the wooden paddles thoroughly clean was to spray them while the machine was running, then turn off the equipment and lock it out before she used the sponge pad to clean the inside of the vat. After two days of training, she demonstrated to the person who trained her that she could satisfactorily perform all the duties of cleaning the equipment.

During her second week of working alone cleaning the vat and the wooden paddles of sauce residue, she was spraying the paddles using the high-pressure water hose while the machine was running with the paddles turning in the vat. While holding the sponge pad in one hand and holding the hose nozzle in the other hand, she finished spraying the moving paddles and accidently dropped the pad from her hand into the vat. She reached to grab the sponge pad as a reflex action and the fingertips of her rubber gloves were caught between the wall of the vat and the paddle. The paddle pulled her right hand further into the hopper up to her knuckles. Immediately, a nearby coworker turned off the equipment and freed Sandy’s hand. Fortunately, she suffered only minor injuries to her hand. She later stated that she reacted to reach for the pad and catch it to avoid damage to the equipment. After an investigation was conducted by a safety inspector, the company’s management stated that Sandy did not follow the proper procedure for cleaning the equipment by first unplugging the power cord for the motor then locking out the electrical source to assure that no one started the motor. This procedure was to be followed before any cleaning of the equipment was started.

Sandy, during her rebuttal, claims that discharge is too severe when you consider her work performance for ten years of service to the company and she was never told by any management official that her job performance was unacceptable. According to two other employees who previously held this job, training for these duties was typically done with instruction and observation by someone who had earlier carried out the tasks. Sandy points out that she has followed the procedure for cleaning and sanitizing that she was taught by another employee during her training and no one has ever instructed her otherwise. She adds that she has learned by her mistake and that she would not make that mistake again. She believes that progressive discipline should be used in this particular case. Sandy was subsequently fired for “willfully violating the company’s proper safety procedures.”

Questions

  1. Do the facts in this case indicate that Sandy Clark was guilty of a willful violation of the company’s safety rules? Explain your answer.
  2. What possible corrective action could the company take as an alternative to discharge?
  3. If Sandy is represented by a labor union with a current labor agreement or contract stating that “employees shall only be discharged for just cause,” how could this affect her termination?
  4. What particular mitigating factors or circumstances in this case should be considered in determining whether or not her termination is for “just cause?”

Case created by Robert F. Wayland, University of Arkansas at Little Rock

Case 10-2 Constructive Discharge and Reinstatement of Strikers

Pearl Refining Company operates a facility in Sunflower, Arkansas, where it is engaged in the refining, sale, and distribution of petroleum products. The International Refinery Workers Union conducted an organizing drive recently at this facility, but it failed to obtain majority support in an election conducted by the NLRB. Chief Operator Gene Roberts has worked at Pearl’s Sunflower refinery for about 16 years. Roberts works all three shifts on a rotating basis, earning $24 per hour. Roberts attended one union organizing meeting and voted during the union organizing election, but he didn’t discuss with anyone how he voted.

Pearl Refining Company also operates a crude oil storage facility located in northern Louisiana, about 4 hours’ drive from the refinery. The refinery manager, Dusty Conway, was notified by vice president of refining George Letterman that the crude oil storage facility in Louisiana had recently been experiencing substantial shortages in deliveries of crude oil. Crude oil delivery receipts kept at the refinery did not correspond to the crude oil reportedly delivered by truck from independent producers to the Louisiana storage facility. It was suspected that a large portion of this shortage was due to the delivery of water rather than oil to the storage facility. To correct this problem, it was necessary to send someone to the storage facility to double-check the truck drivers’ deliveries and the accuracy of their delivery reports. Refinery manager Conway decided to send Gene Roberts to the Louisiana crude oil storage facility, thinking that he was very dependable and had the experience to do the best job of detecting who might be delivering water instead of crude oil.

Conway called Roberts to his office on Monday and instructed him not to report for the night shift, as originally scheduled, but to report to the crude oil storage facility on Wednesday morning to accept a 2-week assignment there, helping the gauging employees at the facility. Roberts said that he didn’t want the assignment and that he wanted to keep his regular job as operator. Conway said, “No, Gene. Let’s just think about it. You go home and think about it and come back in the morning.” The next morning, Roberts told Conway that he wanted to continue working in his current job in the plant and that the Louisiana assignment might result in some conflict. Conway said, “Well, Gene, that’s all there is for you, that’s it, and that’s all.” Roberts, thinking that he had no choice in the matter, laid his hard hat on the desk, walked out of Conway’s office, and left the refinery. As Roberts was walking out of the refinery, Manager Conway confronted him, stating that he was considering this a resignation and that his employment would be terminated.

The following morning, six of Roberts’s fellow employees met with Conway in his office and asked that Roberts be reinstated. Conway informed them that he had no intention of rehiring Roberts. The six employees then informed Conway that if Roberts was not going to be rehired, they were going out on strike. The employees then left the refinery and started picketing.

Subsequently, Roberts filed a complaint with the National Labor Relations Board (NLRB), stating that he had been constructively discharged. In addition, the six employees on strike complained to the NLRB that they were participating in an unfair labor strike and requested that they be reinstated to their jobs and made whole. The employees were told by refinery manager Conway that their jobs had already been filled and that they therefore could not get their old jobs back.

Questions

  1. What are the differences between “constructive discharge” and “wrongful discharge”?
  2. What factors would the NLRB most likely consider in its investigation of whether or not Roberts’s termination was a constructive discharge?
  3. What elements should be proven to show that Roberts was “constructively discharged”?
  4. What is the difference between economic strikes and unfair labor practice strikes?
  5. What rights do economic strikers and unfair labor practice strikers have to reinstatement?

Case created by Robert F. Wayland, University of Arkansas at Little Rock

 
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Human Resource Training And Development

CASE SCENARIO

In this week’s Team case for analysis: Chapter 11 of the text – P. 508 (attached on another word document)

 

Summary:

This chapter discussed future trends that are likely to influence training and development. These trends relate to training delivery and structure of the training function. Training will contribute to a company’s sustainability goals. Trainers will be asked to design focused content more quickly and to deliver training using multiple methods. New technology will have a growing impact on training delivery in the future. Also, new technology will allow training departments to store and share human capital throughout the company. There will be an increased emphasis on integrating training with other human resource functions and showing how training helps the business. Training departments are more likely to develop partnerships with vendors and other companies in the future.

TEAM ASSIGNMENT :

Discuss which of these trends will affect the future of training the most. Present the advantages and disadvantages of each of the trends. Research for other trends is OK also. Other than the text here is a good reference to start with: ATD – Future of Training ( https://www.td.org/insights/the-future-of-learning-is-not-training )

 

Do the following:

Create a four+ page analysis and recommendation, and create a 4+ slide Narrated PowerPoint presentation that presents the results from the analysis. (At least 3 scholarly resources

Task: Discuss the Advantages and Disadvantages of those trends

(Accessibility and Gamification)

 

Notes:

Helpful Resources

Zoe, E. (2018, December 18). How Employee Training Will Change in 2019. Retrieved from https://www.talentlms.com/blog/employee-training-trends/

Coe, J(2018, November 28). 5 Impactful L&D Trends to Watch in 2019. Retrieved from https://www.unboxedtechnology.com/2019-training-trends/

Staff Writer. (2019, January 7). Why 2019 Will Be the Year of Gamification in Corporate Learning. Retrieved from https://www.hrtechnologist.com/articles/learning-development/why-2019-will-be-the-year-of-gamification-in-corporate-learning/

 
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5-1 Milestone Three: Proposal Content

Strategic Plan Proposal 13

Strategic Plan Proposal

I. R. Student

Southern New Hampshire University

Strategic Plan Proposal

January 29, 2017

Table of Contents

Vision and Mission……………………………………………………………………………………… 2

Analysis and Decision Making………………………………………………………………………….. 3

Outlook and Approach…………………………………………………………………………………… 5

Risk Management……………………………………………………………………………………….. 6

Customer Service and Negotiation……………………………………………………………………… 9

Data Analysis…………………………………………………………………………………………… 11

Strategic Plan Proposal 1

References………………………………………………………………………………………………. 13

Vision and Mission

The Arc of the United States is a nonprofit organization that believes in the inherent value of all people and works daily through advocacy and legislation to ensure that people with developmental and intellectual disabilities are included in every aspect of their communities. The Arc of the United States has proven itself as a respected leader in promoting the rights of people with developmental and intellectual disabilities. The Arc of the United States mission statement reads as follows: The Arc promotes and protects the human rights of people with intellectual and developmental disabilities and actively supports their full inclusion and participation in the community throughout their lifetimes. A mission statement is ultimately a statement of purpose. The Arc of the United States believes that every person should have the same rights and be fully included in the community in which they live.

The Arc of the United States is also guided by nine core values. 1) Equity, 2) Community, 3) Self-determination, 4) Diversity, 5) Guiding Principles Participatory Democracy, 6) Visionary Leadership, 7) Public Interest, 8) Collaboration, 9) Transparency, Integrity and Excellence (arc.org, n.d.). It is important that the HRM strategic plan take these core values and mission and hire create a workforce that can help us reach our goals and continue to effectively support people intellectual disabilities around the world.

Strategic Plan Proposal 2

The Arc of the United States has a strategic framework for their future that covers the dates from 2010- 2019. In this strategic plan they identify eight goals that they want to accomplish by 2019 and the strategies they need to take to reach those goals. In addition to these goals, the Strategic Framework for the Future of the Arc lists the strategies they will take to reach each of these goals. As The Arc of the United States looks to expand across borders, these goals will impact the people we support and guide us. The Arc’s goals over the ten year period, 2010 – 2019, are to ensure that: 1. Infants, children and youth with intellectual and developmental disabilities (I/DD) have access to the supports and services they need to live in their family homes, to succeed in school and to partake in all of the experiences of

childhood. 2. Adults with I/DD have the opportunity to lead lives of their own choosing, free from poverty, to be employed, to reside in the community, and to live independently with ready access to whatever services and supports they need. 3. People with I/DD have the opportunity to participate in civic activities, volunteerism and community service, religion, arts, culture and recreation alongside their peers without disabilities. 4. Individual members of the public value, respect and accept people with I/DD as equal members of society. 5. Quality health education, health promotion and health care are widely available and accessible, enabling individuals to avoid known environmental causes of I/DD and to prevent secondary health problems for people with I/DD. 6. The Arc is a powerful advocate for people with I/DD, leading a vibrant, engaged, and growing movement of people with I/DD; their family members, friends, and colleagues; and the nonprofits organizations that serve them, committed to the full inclusion of people with I/DD in society. 7. The Arc is a catalyst advancing best practices among all community-based service providers and the preeminent provider of inclusive services and supports for people with I/DD and their families. 8. The Arc is a household name, well-known and responsive, well-managed, responsibly governed, and sustainable nonprofit federation (TheArc.org).

It is important that the leadership be committed and be the example for the mission, goals and core values. Leaders of this organization, including human resource leadership, must create a vision that helps employees see the possibilities that are in front of them, make sure that everyone is moving in the same direction, and effectively execute the vision until it becomes a reality (SHRM, n.d.). The human resources department believes in promoting the mission and values of The Arc of the United States through leadership, recruitment, high performance, and effective business processes. We will let the mission guide us to continue to provide excellence in service and advocacy.

Analysis and Decision Making

Strategic Plan Proposal 3

The Human Resource department must determine our human resource needs and recruit and train employees who can help this organization expand and meet the goals for the future. In order for the

human resource department to make decisions regarding our workforce, we must start with completing a SWOT analysis and determine any competency gaps. We understand that our expansion will require us to take a close look at our policies, procedures, job descriptions, employment laws so they align with the needs and regulations of the population we serve in these areas.

The SWOT analysis will help us consider what strengths the HR department has that can be used to help lead the organization in the direction desired by the leadership team, what opportunities, what weaknesses we need to overcome so we can recruit, retain and offer appropriate trainings (SHRM, 2012). We must also look at the external factors that offer us opportunities and pose possible threats to our organization. We will look for opportunities such as new technology, unfulfilled needs of customers and beneficial changes in employment laws (SHRM, 2012). The threats will be analyzed so we can identify areas that could cause difficulty in the future. Some threats that we must look at are federal regulations that affect the people we support, employment laws, and a changing workforce.

Strategic Plan Proposal 4

Once we complete the SWOT analysis we must determine where there are competency gaps. Conducting a gap analysis for human resources gives leaders a reading on future employment requirements by identifying the competencies their vision requires and comparing them to those available from current employees (Brunot, n.d.). This analysis will allow us to plan and make informed decisions regarding our staffing. We will be able to project for future staffing needs. We will look at what new jobs will we be implementing and what skills and competencies are needed and in what timeframe do those positions need to be filled. In our field of nonprofit that is very regulated and our hope to expand across borders, we will also need to consider if there are any employment policies or legislation that will affect recruitment and retainment efforts. The gap analysis will allow us to take a closer look at our current staff and take inventory of what positions we currently have, look into the workforce and plan for any retirements or promotions, and turnover rates.

Once the gap analysis is completed, we will see where the gaps between our current staffing and what staffing needs will arise in the future. The human resource department will strategically make adjustments and restructure our workforce as necessary so we have the right people with the right skills in the right places to minimize risk and maximize our resources (Brunot, n.d.).

Outlook and Approach

While considering expanding globally, we must be sensitive to the different cultures of the employees and the people we support. We must also be aware of the trends and issues that may affect our employees and our organization. The Human resource department will hire employees from different cultural backgrounds so that we have the diversity that is in the best interest of all stakeholders. There are many steps that the Human Resource department will take to ensure we improve cultural responsiveness and capitalize on diversity.

Strategic Plan Proposal 5

The first step we will take is conducting a PEST analysis. Although not all of the information is related to culture and diversity, understanding these elements will allow us to look at different aspects of the different cultures. By conducting this analysis, we can better understand the market and align our strategies and hiring procedures to our mission and goals. We will look at the political factors that may impact our industry and the people we hire. We know that this industry is heavily regulated by the state and government and that much of our funding comes from the federal level. The Human resource department will look at the funding sources and the regulations on a global level to be sure we understand the laws, policies that affect our industry as well as our hiring practices. The economy of other countries can have an impact in our success to reach our strategic goals. We must take time to look at recession, employment and unemployment rates, and the funding climate that will have an effect on our budget. The social aspect of this analysis will give us idea of the demographics and the cultural trends of different countries help us determine how a society feels about the inclusion of people with intellectual disabilities and be able to recruit those who have the same beliefs that align with ours.

Technology will be important because as we expand, it will be important to have a system that can track the aspects as they pertain to our workforce such as recruitment, turnover, pay and benefits. It will be important for the human resource department to have the technology that will allow them to meet our employee needs from across the country.

Cultural training will be of high priority as we will be hiring people from different cultures and supporting people from different cultures. An inclusive work environment requires a clear understanding of both the inherent and acquired diversity within an organization (Ollila, 2017). While staying within employment laws, the human resource department will utilize social media and our HRIS to expand our pool of applicants and potential employees. We will be sure to update all of our material and forms to be sure that all cultures are represented.

We will offer cultural training and start a cultural diversity committee in each location. The cultural diversity committee will send out Topics of the Quarter so that supervisors can discuss relevant cultural topics. The committee will set annual goals that address cultural diversity throughout the organization. Policies and procedures will be updated regularly and our system will be updated and fields added to our electronic system. We will become an organization that celebrates differences by encouraging people to discuss differences and as we become global, we will need to be sure that all holidays are celebrated accordingly.

Risk Management

Strategic Plan Proposal 6

It is the responsibility of the HR department to be sure we are operating morally and legally and attending to the safety and well-being of all people who are involved with the organization bit internally and externally. Not only do we need to act within the law, we also need to make difficult decisions that can affect the integrity of the organization. We must look at all areas where problems can occur and look into how we can eliminate or lessen the risk to our organization. Some areas that we will are

minimizing risk are the areas of compensation, hiring, health and safety, supervision, employee conduct, and how to deal with employees who are leaving the company.

In the area of compensation, we will have performance evaluations that are reflective of the job that the person is doing but also one that relies not only on job duties but have goals that drive the employee to engage in ethical behaviors and that promote collaboration and teamwork. Incentives must be carefully thought out and must beneficial and financially feasible for the organization. We will create a performance evaluation that focuses on job performance but that will also focus on safety efforts of the employee, how well to they communicate and get along with others in their department and if they are utilizing best practices while at work. We will implement SMART goals to each performance evaluation. SMART stands for, specific, measurable, achievable, result-oriented, and time-bound. This will help the HR department in determining that the goals are not only beneficial and dependent on pay incentives but they are clearly written to assist the organization and the employee in meeting our strategic goals. We must be sure that not only can we offer incentives based on the organizations financial ability but also that we offer incentives that foster collaboration and teamwork.

Strategic Plan Proposal 7

In our hiring processes, we must minimize risk by making sure we are abiding by all employment and discrimination laws that are in place in all areas we serve. We must also employ the right people with the right skills for the right job. We will implement 30-60-90 day performance reviews to be sure that the employee is meeting all expectations in the probationary period. The 30 day review will be a simple review of whether or not the employee is grasping the job duties and is understanding the policies and processes of the company. At the 60 day review, we will look at whether or not the employee is meeting the expectations of the position and put goals into place that can hep the employee succeed in the position. At the 90 day evaluation, we will determine whether or not the employee is a suitable candidate. If not, we will terminate employment at that time. If they are a good candidate, we will set the SMART goals for them to begin working on for the remainder of the year.

In the area of health and safety, we will be sure that there are effective safety measures to protect our employees and minimize risk. Every geographical area will have risks that are specific to that area and we need to have a safety committee to address any safety needs or issues. We will conduct regular safety checks and provide the necessary equipment needed to remain safe. The safety committee will report on safety concerns and issues each quarter and the information will be related back to the HR department so that safety measures can be implemented and so that we can protect the agency form rising insurance claims as well as abide by the regulations set by OSHA and any other regulating body.

We must also mitigate risk through our managers by training them on the important role they play. The supervisor must follow the performance management process as outlined above but they must also meet with their staff regularly (minimum of monthly) and be sure that their staff are receiving the necessary training. We will conduct regular training to managers and supervisors to discuss areas of concern, issues that have arisen and employment laws that must be adhered to in order for the organization to remain compliant and to keep employees safe.

Employee conduct is always a difficult task because employees deal with issues related to the job and issues related to their personal life that can affect their performance and conduct. We will be sure that each employee understands the policies and procedures, signs the employee handbook upon hire, provide ongoing training and development and be sure they understand the expectations of the job they are performing and the larger organizational goals. We will give each employee the opportunity to correct their behavior unless the infraction was one that requires termination. We will coach each employee in ways that they can improve their performance and set goals so they clearly understand the expectations and have a guide to help them correct the issue.

Strategic Plan Proposal 8

We must also minimize risk by making sure that we have a solid process in place for exiting employees. All employees whether resigning or terminated will go through an exit interview. There will be a set of standard questions asked as well as the opportunity to discuss the issues behind their

departure. We will take this information and use it to improve our processes and address any issues found. We will have a process for collecting any company property (keys, computer, phone), be sure that they are immediately deactivated from the electronic system including passwords, access to client information, and client files. We will also be sure that we are adhering to the payout of any unused vacation or leave and abiding by all employment laws.

In addition to all of the items listed above, succession planning is another important part of mitigating risk. Having a succession plan in place can decrease disruption within the company and reduce turnover and recruiting costs. Having a plan to replace key employees internally can decrease disruption when they leave the company but it also keeps the company stable and secure in times of change. We will work closely with leadership to identify and develop talent. We will assist in identifying potential candidates for certain roles, put a plan in place to develop the necessary talent, and track and monitor the process closely. HR has access to and communicates with employees often so we can more easily identify potential candidates and share our thoughts with leadership. We will put mentoring processes in place and offer trainings that offer internal candidates the opportunity to grow and develop into future roles.

The HR department will continually assess for risks because our employees and the people we support are our greatest risk. We will continue to monitor all risks and make decisions about what risks need to be avoided, what risk we are willing to accept in order to meet the goals of the organization while staying compliant and within the law, and look into areas where we need to make adjustments in our practices. This is an ongoing task that will require the HR department to continually monitor to keep the company safe and minimize risk.

Customer Service and Negotiation

Strategic Plan Proposal 9

The success of an organization does not come from one employee, it comes from the collective work of all members of a team. Although we have incentives for employees based on their performance

reviews, it is important that we put goals in the performance evaluation that reflect and encourage teamwork. To foster teamwork, we will focus on having regular departmental meetings to discuss and gather information form the whole team and get ideas from the team on ways they can improve together. We will offer incentives that foster teamwork such as offering the department a pizza party or a day where they can all come in late or leave early. The HR department has to encourage teamwork by making sure that the suggestions and ideas are acted upon and that the employees feel their ideas and concerns are being heard. We have many different departments from direct support professionals to our public policy department where the goals are very different. We also have several employees that work remotely so it is our responsibility to help them to understand how their work affects the larger organization.

Trust is a very important part of the success of any organization. If an employee trust the HR department and its management, the retention rate will improve. To ensure that we build a culture of trust, we will communicate open and honestly and do what we say we will do. We will start by creating an employee engagement survey that will go out twice annually. Once the results of the survey are in, we will discuss the results with the senior management team and identify and develop systems and programs that are of the highest importance to the employees. The design of the engagement survey is important because we have to ask questions about things that we can measure and in turn take action on. Once we analyze the results, we will discuss the results with the entire organization, both good and bad, and discuss in detail what action we will take to address these issues and a timeframe by which we hold ourselves to. The survey is just a starting pint but if acted on accordingly, we will build the trust of the employees and allow them to see that we value their opinions and that together we can accomplish the strategic goals set in place.

Strategic Plan Proposal 10

Teamwork and trust cannot be built unless there is open and honest communication that flows vertically and horizontally. The vison may be clear to all employees however, how to get there may be

interpreted differently by employees. With the organization growing, we must utilize technology to reach all of the employees. We must utilize ways to communicate the employees that are in the office each day as well as employees that are working offsite or across the world. Technology and social media has given us the opportunity to communicate instantaneously. We must find ways to communicate effectively so we can reach our organizational goals.

Change communication includes leadership laying out what is going to change and what isn’t, but also includes the conversations that happen when employees go to their direct managers with concerns and questions (Painter, 2014). We must train our managers who come in contact with the employees regularly the importance of two-way communication. We have to train the management to effectively communicate and include them in on meetings where we discuss our strategic goals and give them guidance on how they can promote the goals of the organization effectively. We also have to be transparent in the things we share with employees. We have to communicate what is working and what is not and we cannot just pick and choose only the positive things that are occurring. To build teamwork and trust through communication, we have to openly discuss our failures and the processes we are taking to correct them and get back on track. Success depends on every person in the organization. If we truly believe this, we have to have open and honest communication through all stages of the process.

Data Analysis

Strategic Plan Proposal 11

Analyzing data is not just about understanding data-driven HR and the usual metrics, but specifically how HR can connect what it’s doing to business outcomes. HR should not only align with the business but drive the business by making better decisions about the workforce (Biro, 2016). Improving our HRIS so that we can forecast for the future and make better business decisions that support the strategic plan in areas such as, turnover, retention, risk, and forecasting for the future. To be more effective, the HR department has to have the ability to move away from the manual processes and have information systems that can accurately and quickly render relevant data. Payroll is one of, if not,

Strategic Plan Proposal 12

the largest expense for an organization. Many decisions regarding hiring, retention, rewards, etc… are done through an HR professional gut feeling or a corporate system that has been in existence for a long period of time. Many HR departments base their decisions on where the applicant went to school, what grades they earned and their references. Although, these may be important, it is not the only thing that is important when determining whether or not the employee will be successful. The HR department needs to increase its knowledge of data analytics and determine what questions need to be answered and what analytics need to be set up to get those questions answered. This can be costly to implement initially but if utilized correctly, it can save the company a great deal in costs and increase revenue. Many may think that data is not necessary in HR however, we can find things through data analysis that can help in our recruitment, retention, risk management, and decision making that can increase revenue and more effectively help us in reaching our goals as we expand into other markets. Many HR departments measure these areas from different databases or files that are controlled by different people within the department. We need to implement a system that we can all access easily and enter the necessary data to get the needed results. Although many believe that the old way of doing things is working, we as an organization that is expanding services and hiring people from different areas to support our mission and goals, we need a centralized system that gives us scientific, quick results so we can move in the direction we have set forth for the organization.

References

A Clear Path Forward: Strategic Framework for the Future of the Arc 2010-2019. (n.d.). Retrieved September 30, 2017, from www.thearc.org

Board of Directors & Staff. (n.d.). Retrieved October 1, 2017, from http://www.thearc.org/who-we-are/staff

Brunot, T. (n.d.). What Is a Gap Analysis for Human Resources? Retrieved October 02, 2017, from http://smallbusiness.chron.com/gap-analysis-human-resources-61949.html

Charting Impact Report. (2011, May 17). Retrieved October 1, 2017, from http://www.thearc.org/document.doc?id=4100

Gormandy White, M. (n.d.). Strategic Leadership Solutions: Building Vision, Alignment, and Execution. Retrieved September 30, 2017, from https://al.shrm.org/sites/al.shrm.org/files/Strategic%20Leadership%20Solutions.p

Ollila, E. (2017, March 01). How to Promote Cultural Diversity in the Workplace. Retrieved October 07, 2017, from https://www.adp.com/spark/articles/how-to-promote-cultural-diversity-in-the-workplace-7-1161.aspx

Painter, N. (2014, July 30). Effective Communications and HR: Making the Connection. Retrieved October 05, 2017, from https://www.hrvoice.org/effective-communications-and-hr-making-the-connection/

Strategic Planning: Analysis: What is a S.W.O.T. analysis and how does it apply to an HR department. (2012, December 11). Retrieved September 30, 2017, from https://www.shrm.org/resourcesandtools/tools-and-samples/hr-qa/pages/cms_022634.aspx

The Arc of the US. (n.d.). Retrieved October 1, 2017, from

http://www.guidestar.org/profile/13-5642032

 
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Wk 1, IOP 470: Working In Groups Worksheet

Working in Groups Worksheet

IOP/470 Version 1

2

University of Phoenix Material

Working in Groups Worksheet

Complete Parts 1 and 2 of this worksheet.

Part 1: Group Formation and Function
Address each of the following, and provide citations for all sources you use.

Examine and list the five different varieties of social group formations (See Table 1.1 in Ch. 1 of Social Groups in Action and Interaction). Address the key concepts of each social group formation, and include an example of each type of social group. Each of the five responses should be 50 to 75 words).

Describe at least three benefits of belonging to a social group. Provide examples of each using your experience in Learning Teams or in a social group you belong to outside or inside your work. Your response should be 75 to 150 words.

Part 2: Stages of group development
Read the following organizational group scenario:

Team Dynamic has been assigned the task of developing a handbook for newly hired employees. The group consists of four members: Robert, Maya, Lee, and Sarah. Team Dynamic has had three meetings so far, but constant disagreements among members is keeping the group from accomplishing the work it set out to do.

All four group members are active participants in each meeting. The first meeting went smoothly, as everyone introduced themselves, and the team had a discussion about the general direction for the handbook. However, the second and third meetings were disasters. Robert is friendly and considerate, but he is so focused on how the team works together that it is getting in the way of completing his tasks. Maya comes to the meetings with reports full of useful information, but she is so focused on the data that she does not listen to what the other team members have to say. Lee is great at bringing up issues that no one else has thought of, but he continually stops any progress in its tracks by constantly disagreeing with everyone else on the team. Sarah is always willing to pitch in wherever she is needed to try to move the team forward in completing the handbook, but her focus is always on the goal of completing the handbook, and her work on tasks is often lower quality then what the team expects.

Write 50- to 75-word responses to each of the questions that follow. You will need to be familiar with Tuckman’s group development model, which is addressed in Ch. 6 of the text and represented in Figure 6.1. It is also discussed in this week’s Electronic Reserve Readings. Provide citations for all sources you use.

How can Tuckman’s group development model be used to provide insight on why Team Dynamic is not functioning effectively?

What stage of Tuckman’s model is the group in? Explain your answer.

Define culture. How might the organization’s culture be affecting the functioning of Team Dynamic? How they are progressing through the stages of Tuckman’s model?

What can be done to help the group members work together effectively and move forward to the next stage of group development?

Create a scenario that addresses how Team Dynamic will function and how members will behave when they have reached the next stage of Tuckman’s model. Identify the stage you are describing.

References

Bonebright, D. A. (2010). 40 years of storming: A historical review of Tuckman’s model of small group development. Human Resource Development International, 13(1), 111-120.

Stagnor, C. (2016). Social Groups in Action and Interaction (2nd ed.) Florence, KY: Taylor & Francis.

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BUS-FP3050 Communication, Ethics, And A Command Decision

Overview

Captain Crozier, Commander of the USS Theodore Roosevelt, wrote and distributed a controversial letter that pleaded for help for crew members stricken by the Covid-19 virus in March of 2020. The communication was sent to several recipients and eventually found its way to the news media. The situation became front-page news and was actively debated in the media. Senior leaders believed that Captain Crozier may have avoided his chain of command for fear that his immediate leader would suppress the issue and expose the sailors to unnecessary danger. His decisions and actions that lead up to his writing of the letter are fraught with ethical dilemmas.

In this assessment, you are asked to analyze the ethical aspects surrounding Captain Crozier’s decision to widely disseminate the letter.

Preparation

Thoroughly research the issues using the Internet and the articles provided in Resources. You may need to conduct additional research to support your analysis.

As you can see by your research, there is a lot going on behind the scenes in this scenario. However, it is clear that the Captain of the USS Theodore Roosevelt was facing a difficult ethical situation and tried to find the best way to communicate his concerns. There are many questions that likely come to mind, such as:

What was the dilemma facing the Captain? How might he have weighed his decision?

Should the Captain have sent the message? Why or why not?

Was the content of the communication appropriate, taking into the consideration the recipient(s) of the letter? Did he distribute the letter for maximum effect?

What should he have done differently?

Did the Captain violate Navy ethical guidelines? Are his actions at odds with communication guidelines? Is that how he should be judged?

Was his punishment justified?

How do you think his crew felt? Is that relevant?

Instructions

Consider the Captain’s decision to send the letter, the manner in which the letter was sent, and the recipient(s) of the letter. Complete both parts of this assessment in a single Word document.

PART 1: ANALYZE THE SCENARIO

Analyze the ethical decision that the Captain faced as it relates to how he communicated his plea and in the context of his position. Consider the sender, receiver, message, and channel.

Analyze the primary failures and successes of the Captain’s communication strategy. Make sure to consider how the letter was distributed, the Captain’s possible intent, and the content of the letter.

If this situation had occurred in the private sector and not the military, would the outcomes have been similar or different? Defend your reasoning.

PART 2: WRITE A COMMUNICATION

Imagine that you were the commanding officer of another naval ship who had followed this sequence of events closely. Your ship’s Public Affairs Officer reports to you and is responsible for many of the ship’s external communications, and you are anxious to share your lessons learned from the USS Theodore Roosevelt situation.

Send a communication to your Public Affairs Officer that conveys and re-enforces the primary lesson(s) learned from the incident on the USS Theodore Roosevelt. Be sure you focus on the actions of the Captain. The medium is your choice, but it is also very important, so state the medium you have chosen within your message and the reason you feel it is the most appropriate medium to use. Address possible reasons such as confidentiality, tone, convention, et cetera.

Additional Requirements

Complete both parts of this assessment in a single Word document.

Written communication: Written communication is free of errors that detract from the overall message.

APA style and formatting: Resources and citations are formatted according to current APA style and formatting standards.

Font: Times New Roman, 12 point.

Length: Part 1 should be 3–4 pages, double spaced, and Part 2 should be 1 page, double spaced. Page count does not include your cover page or reference page.

Cited resources: Use a minimum of three scholarly sources. All literature cited should be current, with publication dates within the past five years.

 
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Can Someone Do My Week 2 Assignment And Journal For Organizational Development?

Week 2 Assignment Instuctions

Prior to beginning this assignment, read Chapter 3 in the course textbook. You may want to review Chapters 1 and 2 in your course textbook for assistance, too.

Review the guidelines found in Table 1.1 (OD realities and misconceptions) to establish the reasoning for OD interaction. In addition, pay special attention to the criteria for determining the validity of an OD problem. Understanding the process is crucial to becoming a successful OD consultant. Watch the following videos, What Should Consultants Do? (Links to an external site.) and Handling a Complainer, to gain perspective on responsible consulting.

There are many ethical responsibilities within the field of the OD consultant. Suppose that you are just beginning your practice as an external OD consultant and an organization approaches you to help them address an issue or change within their company. Before accepting the job, it is important for you to determine whether the problem is an actual OD issue or an internal matter that is better addressed within.

Explain the process for evaluating an organizational condition to determine if the action required is OD-related. Define the specific criteria for determining the core of the problem and the potential solution.

After assessing the request, there are times that you will find the problem is not an OD concern. Prepare a response to the organization stating why the problem is not OD, why you are not the right person for the job, and what options they might have to remedy their problem.

Once your research is complete, begin preparing your paper. The paper must be four to five pages of content (excluding the cover and reference pages). You must include a minimum of three scholarly, peer-reviewed, or credible sources that provide qualified information related to the role of the OD practitioner. In addition, include the course textbook as a scholarly resource to support theory and concepts related to OD strategy. Remember that Wikipedia is not a qualified resource. Use the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) document for additional guidance. During the construction of the paper, be specific and refrain from making assumptions. Describe all aspects of the search components listed below.

In your paper,

  • Explain the process to determine the validity of the problem.
  • Define specific criteria for OD consulting.
  • Prepare an appropriate response to the organization regarding their issue.

The Responsible Consulting paper

Week 2 Journal Instructions

 

Prior to preparing your journal entry, review the Careers in Organizational Development Panel (Links to an external site.) video for an outside look at the role of the OD consultant.

During Week 1, you had a preliminary look at the OD consultant and the responsibilities they have during a change process. Your journal entry briefly reviewed your early understanding of the required skill set, and where your skills fit within that schematic.

Digging a bit deeper, Chapter 3 in the course text explains the details behind the practice. In addition, you researched and analyzed OD consultant job descriptions for an enhanced knowledge of the role.

Using this new knowledge,

  • Develop a profile and description of your technical, interpersonal, and consulting competencies (current or desired).
  • Include a paragraph explaining the role and style you will use for consulting.
  • Prioritize the technical, interpersonal, and consulting competencies you might need to learn to be a confident and skilled practitioner.

The journal entry must be a minimum of one full page of content and provide pertinent and logical dialog related to the role of the OD consultant.

 
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Homework Question

OL 667 HRIS Final Project Guidelines and Grading Rubric

Overview At each stage of this course, you discussed with classmates the characteristics of human resource information system that lead to effective integration of an HR management system. The assessment for this course will be a paper comparing an organization’s current human resource data-collection system with at least two new HR information systems that are being considered. For the final project, prepare a final paper that describes your concept of an organization with an “ideal HR information system” leading to the creation of a HRIS that works for the organization. Be sure to include components from all of the topics completed in this course. Support your reflections from the course and outside readings. The project is divided into two milestones, which will be submitted at various points throughout the course to support learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Six. The final submission will occur in Module Nine. Your organization is contemplating the purchase of a new human resource information system and has tasked you with formulating a proposal. Organizational details for you to consider for this assignment are as follows:

 There are a total of 500 employees at the site; 450 non-exempt employees who clock in and out each day, and 50 exempt employees who do not use a time clock and are paid a standard weekly salary.

 The organization has an electronic time capture and payroll system already in place that: – Is manually updated when employees are hired or terminate employment – Is a stand-alone application, not interacting with any other database system – Is maintained by two full-time payroll administrators, reporting to one payroll manager

 Human resource records are primarily paper-based: – Employee personnel files are maintained in file folders – Personnel files are manually updated with demographic, performance, and disciplinary information – Demographic data is available currently in an Excel database, which is manually updated – Personnel files are maintained by four full-time human resource clerks, who are non-exempt and report to the full-time HR manager

The new HRIS system is expected to drive a self-service approach to records management, while also ensuring confidential and proprietary data is secure. In a 12–14 page paper, with a minimum of eight scholarly sources, compare the current human resources data collection system with at least two new HRIS systems that are being considered. This assignment will assess your mastery with respect to the following course outcomes:

 

 

 

 Illustrate the interdependency of HR information systems with existing organizational data-collection systems through informative visual maps

 Design gap assessment processes that capture the critical organizational needs and requirements for the implementation of an HR information system

 Evaluate HR information systems for their ability to meet organizational requirements based on needs assessments

 Contrast and compare HR information systems on the basis of organizational financial requirements

 Determine best practices for balancing the need for open access to data and information contained in an HR information system with the importance of protecting proprietary and confidential personal data

 

Prompt Your paper should answer the following: What are the major factors to consider when an organization is considering upgrading or implementing a new human resource information system? Specifically, the following critical elements must be addressed:

 Gap assessment – What is the present situation (legacy system), the desired future state (new HRIS), and the gaps that exist between them for the following areas of the organization?

o Information Systems – requirements for hardware and operating system software architecture o Human Resources – demographic employee data variables (distinguish which system maintains, how information is updated, any

controls, and connectivity with other support functions) and security of the data (availability to functional levels, i.e., employee, manager, finance, operation managers, etc.)

o Operations, Finance, Quality – productivity (more or less work) of employees (management/non-management) and cost versus benefit

 An informative visual map illustrating: o the current state (no HRIS) o the future state (HRIS system in place) o the interdependency and/or replacement of other databases

 Capture projected implementation costs of the new HRIS, i.e., hardware, software, software license fees, facility upgrades required (electrical, mechanical, remodeling), headcount increase to recruit new skill sets, as compared to cost reductions, i.e., employee headcount reductions due to automated data collection, job eliminations, cost savings due to elimination of legacy systems, with the return on investment (ROI) calculated over a four-year period

 Summarize components of each HRIS software system in a table format that visually differentiates software packages from the other. Components would be:

o Objective (cost, reporting capabilities, operating system, etc.) and o Subjective (ease of use, customer service, reliability of product, customer reviews, etc.)

 

 

 

 Develop recommendations that: o Balance the requirement to maintain the security of proprietary and confidential data with the need for self-service maintenance and

access by employees o Address the varying degrees of access for managers, support functional groups based on their need to know

 

Milestones Milestone One: Gap Assessment & Visual Map In task 4-2, you will submit your first milestone, a 4–5 page paper that compares the organization’s current human resources data-collection system with at least two new HR information systems that are being considered. The paper should assess the gaps between the organization’s legacy system and new HRIS and include a visual map that illustrates the current and future state of HR management. This milestone is due in Module Four. Milestone Two: Implementation Cost & Security In task 6-2, you will submit your second milestone, a 4–5 page paper that discusses the major factors that should be considered when an organization is considering upgrading or implementing a new human resource information system as it relates to project implementation costs and security of confidential data. This milestone is due in Module Six.

Deliverable Milestones Milestone Deliverables Module Due Grading

One Final Project Milestone One: Gap Assessment & Visual Map

Four Graded separately; Milestone One Guidelines and Rubric

Two Final Project Milestone Two: Implementation Cost & Security

Six Graded separately; Milestone Two Guidelines and Rubric

Final Final Project: Research Paper Nine Graded separately; Final Project Guidelines and Rubric

 

 

 

 

Research Paper Rubric Guidelines for submission: This paper must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA format for all elements. The paper should be a between 12 and 14 pages, not including references and a cover page (which are required).

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Gap Assessment: Information Systems

Meets “Proficient” criteria and gives examples based on scholarly research

Analyzes gaps in current and future situations for critical organizational needs for the information systems area when contemplating the implementation of an HRIS

Analyzes gaps in current and future situations for the information systems area, but misses some critical needs or does not discuss identified needs in sufficient detail

Does not analyze gaps for the information systems area

7

Gap Assessment: Human Resources

 

Meets “Proficient” criteria and gives examples based on scholarly research

Analyzes gaps in current and future situations for critical organizational needs for the human resources area when contemplating the implementation of an HRIS

Analyzes gaps in current and future situations for the human resources area, but misses some critical needs or does not discuss identified needs in sufficient detail

Does not analyze gaps for the human resources area

7

Gap Assessment: Operations/Finance/Q

uality

Meets “Proficient” criteria and gives examples based on scholarly research

Analyzes gaps in current and future situations for critical organizational needs for the operations, finance, and quality areas when contemplating the implementation of an HRIS

Analyzes gaps in current and future situations for the operations, finance, and quality areas, but misses some critical needs or does not discuss identified needs in sufficient detail

Does not analyze gaps for the operations, finance, and quality areas

7

Visual Map: Current State

 

Meets “Proficient” criteria and logical sequence is apparent and detailed

Clearly illustrates the current state of the existing data collection system

Illustrates the current state of existing data collection system, but illustration is missing key components

Does not illustrate the current state of existing data collection system

5

Visual Map: Future State

 

Meets “Proficient” criteria and logical sequence is apparent and detailed

Clearly illustrates the major aspects of the proposed HRIS

Illustrates aspects of the proposed HRIS, but illustration misses major components

Does not illustrate aspects of the proposed HRIS

5

Visual Map: Interdependency

 

Meets “Proficient” criteria and logical sequence is apparent and detailed

Clearly illustrates the linkage and interdependency of existing data-collection systems to a proposed HRIS

Illustrates the linkage and interdependency of existing data-collection systems to a proposed HRIS, but illustration misses major components

Does not illustrate the linkage or interdependency of data- collection systems

5

 

 

 

Return on Investment (ROI)

 

Meets “Proficient” criteria and aspects of the ROI are based on scholarly research

ROI analysis is complete and quantifies the estimated implementation costs and savings over a four-year period

ROI analysis is attempted, but is lacking key components or is calculated for less than a four- year period

ROI is not included in submission

20

Differentiation: Objective

 

Meets “Proficient” criteria and detail given is insightful and substantiated by scholarly research

Differentiates components of each of the two possible new systems and the current system within a table format in an objective manner

Attempts to differentiate components of each of the two possible new systems and the current system within a table format in an objective manner, but misses some key components

Does not differentiate components of each of the two possible new systems and the current system in an objective manner within a table format

7

Differentiation: Subjective

 

Meets “Proficient” criteria and detail given is insightful and substantiated by scholarly research

Differentiates components of each of the two possible new systems and the current system within a table format in a subjective manner

Attempts to differentiate components of each of the two possible new systems and the current system within a table format in a subjective manner, but misses some key components

Does not differentiate components of each of the two possible new systems and the current system within a table format in a subjective manner

7

Recommendation: Balancing

Requirement

Meets “Proficient” criteria and recommendations are substantiated by scholarly research

Develops recommendations that pertain to the HRIS system that balance maintaining proprietary organizational and confidential demographic data with the need for self-service maintenance

Develops recommendations that pertain to the HRIS system, but recommendations do not consider the balance between maintaining proprietary organizational and confidential demographic data and the need for self-service maintenance or the recommendations are not sufficiently detailed to convey a clear proposal

Does not offer recommendations for the security of data

10

Recommendation: Addressing Access

Meets “Proficient” criteria and discussion is substantiated by scholarly research

Recommends solutions that speak to the varying degrees of access needs by employee level or group dynamics

Discusses to the varying degrees of access needs by employee level or group dynamics, but fails to make appropriate recommendations

Does not make recommendations for varying degrees of access

10

 

 

 

Articulation of Response

 

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Earned Total 100%

 
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Quantitative

Lesikar−Flatley−Rentz: Business Communication: Making Connections in a Digital World, 11th Edition

IV. Fundamentals of Report Writing

13. Graphics © The McGraw−Hill Companies, 2008

c h a p t e r t h i r t e e n

Graphics

L E A R N I N G O B J E C T I V E S

Upon completing this chapter, you will be able to use graphics effectively in business reports. To reach this goal, you should be able to

1 Plan which parts of your report should be communicated by graphics.

2 Explain the general mechanics of constructing graphics—size, layout, type, rules and borders, color and cross-hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments.

3 Construct textual graphics such as tables, pull quotes, fl owcharts, and process charts.

4 Construct and use visual graphics such as bar charts, pie charts, line charts, scatter diagrams, and maps.

5 Avoid common errors and ethical problems when constructing and using graphics.

6 Place and interpret graphics effectively.

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I N T R O D U C T O R Y S I T U A T I O N

Graphics In your management job at Pinnacle, you proofread reports prepared by your co-workers. Because Pinnacle uses chemicals in its products, many of the reports are highly technical and complex. Many others, especially those com- ing from fi nance and sales, are fi lled with facts and fi gures. In your judgment, most of the reports you have proofread are hard to understand. The one you are looking at now is packed with page after page of sales statistics. Your mind quickly gets lost in the mass of details. Why didn’t the writer take the time to summarize the more important fi gures in a chart? And why didn’t the writer put some of the details in tables? Many of the other reports you have been reading, especially the technical ones, are in equal need of graphics. Bar charts, pie charts, and maps would certainly help explain some of the concepts discussed. If only report writers would understand that words alone sometimes cannot communicate clearly—that words sometimes need to be supplemented with visual communication techniques. If the writers of your reports studied the following review of graphics, your job would be easier and more enjoyable. So would the jobs of the readers of those reports.

In many of your reports you will need to use graphics to help convey information quickly and accurately. Graphics both grab attention and are retained longer. By graph- ics we mean any form of illustration: charts, pictures, diagrams, maps. Although tables and bulleted lists are predominantly text, their format permits us to include them here. Also, most computer presentation programs include these formats.

PLANNING THE GRAPHICS You should plan the graphics for a report soon after you organize your fi ndings. Your planning of graphics should be based on the need to communicate. Graphics serve one main purpose—to communicate—and you should use them primarily for that purpose. Graphics can clarify complex or diffi cult information, emphasize facts, add coherence, summarize data, and provide interest. Additionally, today’s data mining and visualiza- tion tools help writers fi lter the vast amount of data that are gathered and stored regu- larly. Of course, well-constructed graphics also enhance the appearance of a report. In selecting graphics, you should review the information that your report will con- tain, looking for any possibility of improving communication of the report through the use of graphics. Specifi cally, you should look for complex information that visual presentation can make clear, for information too detailed to be covered in words, and for information that deserves special emphasis. Of course, you will want to plan with your reader in mind. You will choose graph- ics appropriate to both the content and context where they are presented. The time and money you spend on gathering information or creating a graphic should be balanced in terms of the importance of the message you want to convey. Thus, you construct graph- ics to help the reader understand the report more quickly, easily, and completely. As you plan the graphics, remember that unlike info graphics that stand alone, report graphics should supplement the writing or speaking—not take its place. They should help the wording by covering the more diffi cult parts, emphasizing the important points, and presenting details. But the words should carry the main message—all of it.

DETERMINING THE GENERAL MECHANICS OF CONSTRUCTION In constructing graphics, you will be concerned with various mechanical matters. The most common are summarized in the following paragraphs.

• A graphic is any form of illustration.

• You should plan the use of graphics as you plan your report.

• In planning their use, look for information that they can help communicate.

• Plan graphics with your reader in mind.

• But remember that graphics supplement and do not replace the writing

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IV. Fundamentals of Report Writing

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414 PART 4 Fundamentals of Report Writing

Size Determination One of the fi rst decisions you must make in constructing a graphic is determining its size. This decision should not be arbitrary, and it should not be based on conve- nience. You should give the graphic the size that its contents and importance justify. If a graphic is simple (with only two or three quantities), a quarter page might be more than enough and a full page would be too much unless its importance needed empha- sis. But if a graphic must display complex or detailed information, a full page might be justifi ed. With extremely complex, involved information, you may need to use more than a full page. When you do, make certain that this large page is inserted and folded so that the readers can open it easily. The fold you select will be determined by the size of the page. You simply have to experiment until you fi nd a convenient fold.

Layout Arrangement You should determine the layout (shape) of the graphic by size and content require- ments. Sometimes a tall, narrow rectangle (portrait) is the answer; sometimes the answer is a short, wide rectangle or a full-page rectangle (landscape). You simply consider the logical possibilities and select the one that appears best.

Type Type used in graphics throughout a report is generally consistent in both style and font. Style refers to the look of the type such as bold or italics; font refers to the look of the letters such as with or without feet (serif or sans serif). Occasionally you may want to vary the type, but do so by design for some special reason. Be aware that even the design of the font you choose will convey a message, a message that should work with the text content and design. If your reader will be viewing the document on screen in Word 2007 or on a Vista computer with ClearType, be sure to use one of the fonts optimized for use with ClearType such as Cambria or Calibri. They were designed to render well on the screen, and Microsoft’s research has confi rmed that they enable people to read faster and more accurately, leading to a 7 percent average increase in productivity.1

Size is another variable to watch. The size you choose should look appropriate in the context in which it is used. Your top priority in choosing type style, font, and size should be readability.

Rules and Borders You should use rules and borders when they help the appearance of the graphic. Rules help distinguish one section or graphic from another, while borders help sepa- rate graphics from the text. In general, you should place borders around graphics that

1 Bill Hill, Microsoft Project Manager, video interview, 29 May 2006 <http://download.microsoft.com/download/ 8/1/c/81cdb151-0aae-4f50-ab44-654b5f7ae0db/cleartype_2005.wmv>.

• Make each graphic the size that its contents justify.

• Graphics larger than a page are justifi ed if they contain enough information.

• Size and contents determine the shape of graphics.

• Choose a type to help convey the message clearly.

• Choose a type size that is readable.

• Use rules and borders when they help appearance.

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IV. Fundamentals of Report Writing

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CHAPTER 13 Graphics 415

occupy less than a full page. You also can place borders around full-page graphics, but such borders serve little practical value. Except in cases in which graphics simply will not fi t into the normal page layout, you should not extend the borders of graphics beyond the normal page margins.

Color and Cross-Hatching Color and cross-hatching, appropriately used, help readers see comparisons and dis- tinctions (see Figure 13–1). In fact, research has found that color in graphics improves the comprehension, retention, and ease of extracting information. Also, both color and cross-hatching add to the attractiveness of the report. Because color is especially effec- tive for this purpose, you should use it whenever practical and appropriate.

Clip Art Today you can get good-looking clip art easily—so easily in fact that some writers often overuse it. Although clip art can add interest and bring the reader into a graphic effectively, it also can overpower and distract the reader. The general rule is to keep in mind the purpose your clip art is serving: to help the reader understand the content. It should be appropriate in both its nature and size. It also should be appropriate in its representation of gender, race, and age. Also, if it is copyrighted, you need permission to use it.

Background Background colors, photos, and art for your graphics should be chosen carefully. The color should provide high contrast with the data and not distract from the main mes- sage. Photos, especially faded photos, that are well chosen can add interest and draw the reader in. However, photos as well as other art can send other messages and evoke emotions not appropriate or desirable for the message the graphic conveys. Addition- ally, when graphics are used cross-culturally, you will want to be sure the message your background sends is the one you intended by testing or reviewing it with the intended receivers.

Numbering Except for minor tabular displays, pull quotes, and clip art, you should number all the graphics in the report. Many schemes of numbering are available to you, depending on the make-up of the graphics. If you have many graphics that fall into two or more categories, you may number each of the categories consecutively. For example, if your report is illustrated by six tables, fi ve charts, and six maps, you may number these graphics Table I, Table II, . . . Table VI; Chart 1, Chart 2, . . . Chart 5; and Map 1, Map 2, . . . Map 6. But if your graphics comprise a wide mixture of types, you may number them in two groups: tables and fi gures. Figures, a miscellaneous grouping, may include all types other than tables. To illustrate, consider a report containing three tables, two maps, three

Figure 13–1

Color versus Cross- hatched Pie

• Color and cross-hatching can improve graphics.

• Use clip art to help your reader understand your message.

• Background color, photos, and art should enhance the message of the graphic.

• Number graphics consecutively by type.

• Figures are a miscellaneous grouping of types. Number tables separately.

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416 PART 4 Fundamentals of Report Writing

charts, one diagram, and one photograph. You could number these graphics Table I, Table II, and Table III and Figure 1, Figure 2, . . . Figure 7. By convention, tables are not grouped with other types of graphics. But it would not be wrong to group and number as fi gures all graphics other than tables even if the group contained suffi cient subgroups (charts, maps, and the like) to permit separate numbering of each of them.

Construction of Titles and Captions Every graphic should have a title or caption that adequately describes its contents. A title is used with graphics displayed in oral presentations; a caption is used with graph- ics included in print documents. Like the headings used in other parts of the report, the title or caption of the graphic has the objective of concisely covering the contents. As a check of content coverage, you might well use the journalist’s fi ve Ws: who, what, where, when, and why, and sometimes you also might use how. But because conciseness also is desired, it is not always necessary to include all the Ws in the title. The title or caption of a chart comparing the annual sales volume of the Texas and California territories of the Dell Company for the years 2006–07 might be constructed as follows:

Who: Dell Company What: Annual sales Where: Texas and California branches When: 2006–07 Why: For comparison

The title or caption might read, “Comparative Annual Sales of Texas and California Territories of the Dell Company, 2006–07.” For even more conciseness, you could use a major title and subtitle. The major title might read, “A Texas and California Sales Comparison”; the subtitle might read, “Dell Company 2006–07.” Similarly, the caption might read “A Texas and California Sales Comparison: Dell Company 2006–2007.” An alternative to this kind of topic heading is a talking heading. As you learned in Chapter 10, the talking heading tells the reader the nature of what is to follow. The same holds true for a graphic. In this case a talking heading might read, “Texas Leads California in Total Annual Sales for 2006.” In a sense, it gives the reader the main message of the graphic. You’ll see another example of a talking heading in Figure 13–8, Illustration of a Bi-lateral Column Chart, which reads, “NASCAR Leads in Fan Base Growth.”

Placement of Titles and Captions In documents, titles of tables conventionally appear above the tabular display; captions of all other types of graphics conventionally appear below it. In presentations, titles

C O M M U N I C A T I O N M A T T E R S

Clear Evidence of the Value of Accurate Charts

“To what do you attribute your company’s success?” asked the interviewer. “A line chart,” replied the executive. “In the early years of our company, we had some real problems. Productivity was low, and we were losing money. So to impress our problem on our workers, I had a line chart painted on the wall of our main building. Every day, when the workers arrived, they saw our profi t picture. Well, the profi t line kept going down. It went from the third fl oor, to the second, to the fi rst, to ground level. Then we had to bring in digging equipment to keep the line going. But keep it going we did—until the line dramatically reversed direction.” “The workers fi nally got the message?” asked the interviewer. “No,” replied the executive, “the digger struck oil.”

• The titles should describe content clearly (consider the fi ve Ws: who, what, where, when, why ).

• The conventional placement of titles is at the top for tables and at the bottom for charts. But many place all titles at the top.

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of both tables and other charts and illustrations are usually placed above the graphic. There has been a trend toward using title case type for all illustration titles and plac- ing the titles of both tables and fi gures at the top. In fact, most presentation programs default to the top. These practices are simple and logical; yet you should follow the conventional practices for the more formal reports.

Footnotes and Acknowledgments Parts of a graphic sometimes require special explanation or elaboration. When this happens, as when similar situations arise in connection with the text of the report, you should use footnotes. Such footnotes are concise explanations placed below the illustration and keyed to the part explained by means of a superscript (raised) number or symbol (asterisk, dagger, double dagger, and so on). Footnotes for tables are best placed immediately below the graphic presentation. Footnotes for other graphic forms follow the illustration when the title or caption is placed at the bottom of the graphic. Usually, a source acknowledgment is the bottom entry made in the graphic context. By source acknowledgment we mean a reference to the body or authority that deserves the credit for gathering the data used in the illustration. The entry consists simply of the word Source followed by a colon and the source name. A source note for data based on information gathered by the U.S. Department of Commerce might read like this:

Source: U.S. Department of Commerce

If you or your staff collected the data, you may either omit the source note or give the source as “Primary,” in which case the note would read like this:

Source: Primary

CONSTRUCTING TEXTUAL GRAPHICS Graphics for communicating report information fall into two general categories: those that communicate primarily by their textual content (words and numerals) and those that communicate primarily by some form of picture. Included in the textual group are tables, pull quotes, and a variety of fl ow and process charts (Gantt, fl ow, organization, and such).

Tables A table is an orderly arrangement of information in rows and columns. As we have noted, tables are not truly graphic (not really pictures). But they communicate like graphics, and they have many of the characteristics of graphics. Two basic types of tables are available to you: the general-purpose table and the special-purpose table. General-purpose tables cover a broad area of information. For example, a table reviewing the answers to all the questions in a survey is a general- purpose table. Such tables usually belong in the appendix. Special-purpose tables are prepared for one special purpose: to illustrate a particular part of the report. They contain information that could be included with related infor- mation in a general-purpose table. For example, a table presenting the answer to one of the questions in a survey is a special-purpose table. Such tables belong in the report text near the discussion of their contents. Aside from the title, footnotes, and source designation previously discussed, a table contains heads, columns, and rows of data, as shown in Figure 13–2. Row heads are the titles of the rows of data, and spanner heads are the titles of the columns. The span- ner heads, however, may be divided into column heads, as they are often called. The construction of text tables is largely infl uenced by their purpose. Nevertheless, a few general construction rules may be listed:

• If rows are long, the row heads may be repeated at the right.

• Use footnotes to explain or elaborate.

• Acknowledge the source of data with note below.

• “Source: Primary” is the proper note for data you gathered.

• Graphics fall into two general categories: (1) textual (words and numerals) and (2) visual (pictures).

• A table is an orderly arrangement of information.

• You may use general- purpose tables (those containing broad information),

• or you may use special- purpose tables (those covering a specifi c area of information).

• See Figure 13–2 for details of table arrangement.

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• The em dash (—) or the abbreviation n.a. (or N.A. or NA), but not the zero, is used to indicate data not available.

• Footnote references to numbers in the table should be keyed with asterisks, daggers, double daggers, and such. Numbers followed by footnote reference numbers may cause confusion. Small letters of the alphabet can be used when many references are made.

• Totals and subtotals should appear whenever they help the purpose of the table. The totals may be for each column and sometimes for each row. Row totals are usually placed at the right; but when they need emphasis, they may be placed at the left. Likewise, column totals are generally placed at the bottom of the column, but they may be placed at the top when the writer wants to emphasize them. A ruled line (usually a double one) separates the totals from their components.

• The units in which the data are recorded must be clear. Unit descriptions (bushels, acres, pounds, and the like) appropriately appear above the columns, as part of the headings or subheadings. If the data are in dollars, however, placing the dollar mark ($) before the fi rst entry in each column is suffi cient.

Tabular information need not always be presented in formal tables. In fact, short arrangements of data may be presented more effectively as parts of the text. Such ar- rangements are generally made as either leaderwork or text tabulations.

Leaderwork is the presentation of tabular material in the text without titles or rules. (Leaders are the repeated dots with intervening spaces.) Typically, a colon precedes the tabulation, as in this illustration:

The August sales of the representatives in the Western Region were as follows:

Charles B. Brown . . . . . . . . . . $33,517 Thelma Capp . . . . . . . . . . . . . 39,703 Bill E. Knauth . . . . . . . . . . . . . 38,198

Text tabulations are simple tables, usually with column heads and some rules. But they are not numbered, and they have no titles. They are made to read with the text, as in this example:

In August the sales of the representatives in the Western Region increased sharply from those for the preceding month, as these fi gures show:

Representative July

Sales August Sales Increase

Charles B. Brown $32,819 $33,517 $ 698

Thelma Capp 37,225 39,703 2,478

Bill E. Knauth 36,838 38,198 1,360

Table I—Worldwide Music Industry Revenues 2005–2010 (millions)

*Some data for 2005 taken from 10K and 10Q filings SOURCE: eMarketer May 2006

ProjectedActual

2010

$34,058

$11,920

$7,748

2009

$33,227

$9,968

$6,479

2008

$32,576

$6,515

$3,909

2007

$31,937

$4,152

$2,076

2005*

$31,000

$1,085

$434

2006

$31,465

$2,832

$1,274

Total music revenues

Total digital music revenues

Mobile music revenues

Table number and title

Spanner heads

Column heads

Row heads

Footnote Source acknowledgment

• Tabular information also can be presented as (1) leaderwork (as illustrated here), or

• (2) text tabulations (as illustrated here).

Figure 13–2 Good Arrangement of the Parts of a Typical Table

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Pull Quotes The pull quote is a textual visual that is often overlooked yet extremely useful in em- phasizing key points. It is also useful when the text or content of the report does not lend itself naturally or easily to other graphics. By selecting a key sentence, copying it to a text box, enlarging it, and perhaps even enhancing it with a new font, style, or col- or, a writer can break up the visual boredom of a full page or screen of text. Drawing software lets users easily wrap text around shapes as well as along curves and irregular lines. Figure 13–3 shows an example that is simple yet effective in both drawing the reader’s attention to a key point and adding visual interest to a page.

Bullet Lists Bullet lists are listings of points arranged with bullets (•) to set them off. These lists can have a title that covers all the points, or they can appear without titles, as they ap- pear at various places in this book. When you use this arrangement, make the points grammatically parallel. If the points have subparts, use sub-bullets for them. Make the sub-bullets different by color, size, shape, or weight. Darts, check marks, squares, or triangles can be used for the secondary bullets.

Flowcharts and Process Charts If you have studied business management, you know that administrators use a variety of specialized charts in their work. Often these charts are a part of the information presented in reports. Perhaps the most common of these is the organization chart (see Figure 13–4). These charts show hierarchy of positions, divisions, departments, and such in an organization. Gantt charts are graphic presentations that show planning and

• Pull quotes emphasize key concepts.

• Bullet lists show points set off by a bullet symbol.

Figure 13–3

Illustration of a Pull Quote

SOURCE: Harvard Business Review Dec. 2005: 90.

• Various specialized management charts are useful in reports—for example, organization charts, Gantt charts, and fl owcharts.

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Rosemary Lenaghan Stephen Acord Lydia Liedman

Mary Sanchez Megan O’Conner Paul Wong

Marie Murphy Eulalia Gomez

Terrance Lenaghan Matthew Gregory Kathleen Meersman Cecelia Kubicek Troy Payton

Zeke Smith Emma York Marina Munson Janet Wingler

Carolynn Workman Controller

Jane Adami VP. R&D

Robert Edwards VP. Marketing

Chris VanLerBerghe Executive Assistant

Diana Chan President

Chart 4 Organization Chart for the U.S. Corporate Office of Thankyoutoo.com, 2007

Carol Acord VP. PR

Owen Smith VP. MIS

Figure 13–4 Illustration of an Organization Chart

Figure 13–5 Illustration of a Flowchart

Search with Google

Follow link to source

Revise search strategy

Evaluate credibility of

source

Potential sources?

Useful source?

No

Yes

Yes

No

No

Yes

Potential sources?

Add to Unique Favorites folder

End search

Enough sources?

Go to other

resources

Select topic

Figure 5 The Process of Searching with Google

No

Yes

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scheduling activities. As the word implies, a fl owchart (see Figure 13–5) shows the sequence of activities in a process. Traditionally, fl owcharts use specifi c designs and symbols to show process variations. A variation of the organization and fl owchart is the decision tree. This chart helps one follow a path to an appropriate decision. You can easily construct these charts with presentation and drawing software.

CONSTRUCTING VISUAL GRAPHICS The truly visual types of graphics include a variety of forms: charts and illustrations. Charts are graphics built with raw data and include bar, pie, and line charts and all their variations and combinations. Illustrations includes maps, diagrams, drawings, photos, cartoons, and such.

Bar and Column Charts Simple bar and column charts compare differences in quantities by differences in the lengths of the bars representing those quantities. You should use them primarily to show comparisons of quantity changes at a moment in time. As shown in Figure 13–6, the main parts of the bar chart are the bars and the grid (the fi eld on which the bars are placed). The bars, which may be arranged horizontally or vertically (also called a column chart), should be of equal width. You should identify each bar or column, usually with a caption at the left or bottom. The grid (fi eld) on which the bars are placed is usually needed to show the magnitudes of the bars, and the units (dollars, pounds, miles, and such) are identifi ed by the scale caption below. When you need to compare quantities of two or three different values in one chart, you can use a clustered (or multiple) bar chart. Cross-hatching, colors, or the like on the bars distinguish the different kinds of information (see Figure 13–7). Somewhere within the chart, a legend (explanation) gives a key to the differences in the bars. Because clustered bar charts can become cluttered, usually you should limit compari- sons to three to fi ve kinds of information in one of them. When you need to show plus and minus differences, you can use bilateral column charts. The columns of these charts begin at a central point of reference and may go either up or down, as illustrated in Figure 13–8. Bar titles appear either within, above, or below the bars, depending on which placement fi ts best. Bilateral column charts are especially good for showing percentage changes, but you may use them for any series in which plus and minus quantities are present.

• Visual graphics include data-generated charts, photographs, and artwork.

• Simple bar and column charts compare differences in quantities by varying bar lengths.

• Clustered bar charts are useful in comparing two or three kinds of quantities.

• When you need to show plus and minus differences, bilateral column charts are useful.

$0

$2 0,0

00

Professional degrees

Doctorate degree

Master’s degree

Bachelor’s degree

Associate’s degree

Some college, no degree

Ed uc

at io

na l L

ev el

Average Annual Earnings SOURCE: U.S. Census Bureau, Annual Demographic Survey, 2005.

High school graduate

9th to 12th grade

Less than 9th grade

$4 0,0

00

$6 0,0

00

$1 00

,00 0

$1 20

,00 0

$8 0,0

00

$1 40

,00 0

Chart 6 Educational Attainment and Annual Earnings

$115,292

$93,096

$67,361

$53,581

$37,480

$35,970

$30,640

$20,082

$22,232

Figure 13–6

Illustration of a Bar Chart

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If you need to compare subdivisions of columns, you can use a stacked (subdivided) column chart. As shown in Figure 13–9, such a chart divides each column into its parts. It distinguishes these parts by color, cross-hatching, or the like; and it explains these differences in a legend. Subdivided columns may be diffi cult for your reader to interpret since both the beginning and ending points need to be found. Then the reader has to subtract to fi nd the size of the column component. Clustered column charts or pie charts do not introduce this possibility for error. Another feature that can lead to reader error in interpreting bar and column chart data is the use of three dimensions when only two variables are being compared. One study evaluated the speed and accuracy of readers’ interpretation of two- dimensional columns on two-dimensional axes with three-dimensional columns on two- dimensional axes and three-dimensional columns on three-dimensional axes. The results showed that readers were able to extract information from the column chart fastest and most accurately when it was presented in the simple two- dimensional

0% 10%

Percentage

20% 30% 40% 50% 60% 70% 80% 90%

Chart 7 Where Students Shop for Back-to-School Items

Fall 2005

Discount store

Department store

College bookstore

Office supply store

Online

Specialty store

Home store

Drug store

Juniors Seniors Graduate students

Sophomores Freshmen

SOURCE: National Retail Federation.

Figure 13–7

Illustration of a Clustered Bar Chart

SOURCE: Fortune 5 Sep. 2005: 56.

Chart 8 NASCAR Leads in Fan Base Growth

Percentage change, 1997–2004

Pe rc

en ta

ge

30

25

20

15

10

5

0

–5

–10

–20

–15

24.6

NASCARNHLNBAMLBNFL

–1.6 –1.3

–13.9 –10.2

Figure 13–8

Illustration of a Bilateral Column Chart

• To compare subdivisions of columns, use a stacked bar chart.

• Two-dimensional columns on two- dimensional axes are easiest for readers to use.

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column on the two-dimensional axis.2 Therefore, unless more than two variables are used, choosing the two-dimensional presentation over the three-dimensional form is usually better. A special form of stacked (subdivided) column chart is used to compare the subdivisions of percentages. In this form, all the bars are equal in length, for each represents 100 percent. Only the subdivisions within the bars vary. The objective of this form is to compare differences in how wholes are divided. The component parts may be labeled, as shown in Figure 13–10, but they also may be explained in a legend.

• You also can use such a chart for comparing subdivisions of percentages.

Sp en

di ng

Freshmen $0

$200

$400

$600

$800

$1,000

$1,200

$1,400

$1,600

$1,800

Sophomores Juniors Seniors Graduate students

Supplies

Shoes

Clothing

Textbooks

Dorm furnishings

Electronics

Chart 9 Back to College Spending by Students

Fall 2005

SOURCE: National Retail Federation.

Classification

Figure 13–9

Illustration of a Stacked Column Chart

Figure 13–10

Illustration of a 100 Percent Stacked Column Chart

1999 0%

20%

40%

60%

80%

100%

2000 2001 2002 2003 20052004

Chart 10 Software Reliability: Common Vulnerabilities and Exposures

SOURCE: Communications of the ACM June 2006: 58.

Year

Logic flaws

Data reference failures

Interface failures

Input/output errors

OS Interface flaws

2 Theophilus B. A. Addo, “The Effects of Dimensionality in Computer Graphics,” Journal of Business Communication 31 (1994): 253.

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Figure 13–11

Illustration of a Pictograph

0

5

20

25

30

35

40

45

France Country

Av er

ag e

Nu m

be r o

fD ay

s

Chart 11 Vacation Days Allotted per Year to Working Adults

in Select Countries Worldwide, 2006

Germany UK Canada Australia US

10

15

SOURCE: Communications of the ACM June 2006: 58.

Pictographs A pictograph is a bar or column chart that uses bars made of pictures. The pictures are typically drawings of the items being compared. For example, the number of vacation days in selected countries, instead of being shown by ordinary bars (formed by straight lines), could be shown by bar drawings of harmrmocks. This type of column chart is a pictograph (see Figure 13–11). In constructing a pictograph, you should follow the procedures you used in con- structing bar and column charts and two special rules. First, you must make all the pic- ture units equal in size. That is, you must base the comparisons wholly on the number of picture units used and never on variation in the areas of the units. The reason for this rule is obvious. The human eye is grossly inadequate when comparing geometric designs that vary in more than one dimension. Second, you should select pictures or symbols that fi t the information to be illustrated. In comparing the cruise lines of the world, for example, you might use ships. In comparing computers used in the world’s major countries, you might use computers. The meaning of the drawings you use must be immediately clear to the readers.

Pie Charts The most frequently used chart in comparing the subdivisions of wholes is the pie chart (see Figure 13–12). As the name implies, pie charts show the whole of the information being studied as a pie (circle), and the parts of this whole as slices of the pie. The slices may be distinguished by labeling and color or cross-hatching. A single slice can be emphasized by exploding—pulling out—a piece. Because it is hard to judge the values of the slices with the naked eye, it is good to include the percentage values within or near each slice. Also, placing a label near each slice makes it quicker for the reader to understand the items being compared than using a legend to identify components. A good rule to follow is to begin slicing the pie at the 12 o’clock position and then to move around clockwise. It is also good to arrange the slices in descending order from largest to smallest.

Line Charts Line charts are useful in showing changes of information over time. For example, changes in prices, sales totals, employment, or production over a period of years can be shown well in a line chart.

• Pictographs are bar or column charts made with pictures.

• Pie charts show subdivisions of a whole.

• In constructing pictographs, follow the procedure for making bar and column charts, plus two special rules.

• Line charts show changes over time.

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In constructing a line chart, you draw the information to be illustrated as a continu- ous line on a grid. The grid is the area in which the line is displayed. It is scaled to show time changes from left to right across the chart (X-axis) and quantity changes from bottom to top (Y-axis). You should mark clearly the scale values and the time periods. They should be in equal increments. You also may compare two or more series on the same line chart (see Figure 13–13). In such a comparison, you should clearly distinguish the lines by color or form (dots, dashes, dots and dashes, and the like). You should clearly label them on the chart or by a legend somewhere in the chart. But the number of series that you may compare on one line chart is limited. As a practical guide, the maximum number is fi ve to eight. It is also possible to show parts of a series by use of an area chart. Such a chart, however, can show only one series. You should construct this type of chart, as shown in Figure 13–14, with a top line representing the total of the series. Then, starting from the base, you should cumulate the parts, beginning with the largest and ending with the smallest. You may use cross-hatching or coloring to distinguish the parts. Line charts that show a range of data for particular times are called variance or hi-lo charts. Some variance charts show high and low points as well as the mean, median, or mode. When used to chart daily stock prices, they typically include closing price in addition to the high and low. When you use points other than high and low, be sure to make it clear what these points are.

Ho ur

s pe

r p er

so n

SOURCE: Fortune 4 September 2003: 135.

1997 2003 2005 2007 0

50

100

150

200

250

300

1999 2001 Year

Chart 13 Time Spent Annually on Various Media

Consumer internet Newspapers Music

Videogames Magazines

Books Home video Box office

Projected

Figure 13–13

Illustration of a Line Chart

Natural emissions, 33.30%

Man-made emissions, 33.30%

Natural recycling of existing deposits1,

33.30%

Chart 12 Mercury Rising:

Contributions to Global Mercury Emissions

1From natural and man-made sources recycled by winds and ocean currents. SOURCE: U.N. Environment Programme Global Mercury Assessment; Environmental Protection Agency.

Figure 13–12

Illustration of a Pie Chart

• The line appears on a grid (a scaled area) and is continuous.

• Two or more lines may appear on one chart.

• Area charts show the makeup of a series.

• Variance charts show high and low points— sometimes more.

Footnote: The Wall Street Journal, 20 April 2006: A10.

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Ball in orange: $33 and above Balls in blue: $25 and below

Chart 15 Golf Ball Characteristics with Price

Soft cover/ firm core

10. Maxfli Noodle ($20) 11. Maxfli Revolution ($33) 12. Maxfli XS Tour ($18) 13. Nike Power Dist. Feel-Speed ($16) 14. Nike Power Dist. Ti Velocity ($16) 15. Nike Tour Accuracy ($40) 16. Nike Tour Accuracy DD ($40) 17. Nike Tour Accuracy TW ($40) 18. Pinnacle Gold Distance ($13) 19. Pinnacle Gold Distance Lady ($11) 20. Pinnacle Power Core Dist. ($15)

21. Pinnacle Power Core Feel ($15) 22. Precept Extra Distance ($24) 23. Precept Laddie ($21) 24. Precept MC Lady ($20) 25. Precept Tour Premium LS ($35) 26. Slazenger Black Label ($39) 27. Srixon Hi-Brid Tour ($36) 28. Strata Tour Professional ($24) 29. Strata Tour Ultimate ($38) 30. Strata Tour Ultimate 2 ($37) 31. Titleist NXT Distance ($25)

32. Titleist NXT Tour ($25) 33. Titleist Pro V1 ($45) 34. Titleist Professional ($38) 35. Top-Flite XL 3000 Super Feel ($18) 36. Top-Flite XL 3000 Super Long ($18) 37. Top-Flite XL 3000 Super Spin ($18) 38. Top-Flite XL 3000 S. Straight ($18) 39. Wilson Staff Pro Dist. Straight ($23) 40. Wilson Staff Pro Dist. Women’s ($22) 41. Wilson Staff True Distance ($40) 42. Wilson Staff True Tour ($40)

Index of balls (Typical “street” price a dozen)

1. Callaway CB1 Blue ($25) 2. Callaway CB1 Red ($25) 3. Callaway CTU 30 Blue ($40) 4. Callaway CTU 30 Red ($40) 5. Callaway HX Blue ($44) 6. Callaway HX Red ($44) 7. Dunlop Advanced Ti ($9) 8. Dunlop LoCo ($17) 9. Maxfli A10 ($40)

SOFT FIRM

COVER HARDNESS

CO M

PR ES

SI ON

Firm cover/ firm core

Soft cover/ soft core

Firm cover/ soft core

29 27 28

15

30

40 32

33

1 25

16 5

179 12 34

2642

3

6

41 37

2 38

39

18 19

13

7 14

20

36

8

35

22 10

31

24

11

21

LO W

HI GH

23

4

Figure 13–15 Illustration of a Scatter Diagram

Chart 14 Individual Tax Filing Method Used and Projected

2004 to 2012

Re tu

rn s

in M

ill io

ns

Year SOURCE: Internal Revenue Service.

200620052004 0

60

20

40

80

100

120

160

140

2007 2008 2009 2010 2011 2012

Total individual electronic returns

Total individual paper returns

Projected

Figure 13–14

Illustration of an Area Chart

SOURCE: Golf Digest July 2002: 61.

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Scatter Diagrams Scatter diagrams are often considered another variation of the line chart. Although they do use X and Y axes to plot paired values, the points stand alone without a line drawn through them. For example, a writer might use a scatter diagram in a report on digital cameras to plot values for price and resolution of several cameras. While clustering the points allows users to validate hunches about cause and effect, they can only be interpreted for correlation—the direction and strength relationships. The points can reveal positive, negative, or no relationships. Additionally, by examining the tightness of the points, the user can see the strength of the relationship. The closer the points are to a straight line, the stronger the relationship. In Figure 13–15, the paired values are Cover Hardness and Compression.

Maps You also may use maps to communicate quantitative as well as physical (or geographic) information. Statistical maps are useful primarily when quantitative information is to be compared by geographic areas. On such maps, the geographic areas are clearly out- lined, and some graphic technique is used to show the differences between areas (see Figure 13–16). Quantitative maps are particularly useful in illustrating and analyzing complex data. Traffi c patterns on a website could be mapped as well as patterns in a retail store. Physical or geographic maps (see Figure 13–17) can show distributions as

• Scatter diagrams show direction and strength of paired values.

• Maps show quantitative and geographic information.

Chart 16 Sex Ratio of the Total U.S. Population: 2004

Data Classes Males/100 Females

100.3–103.2 97.7–99.3 95.7–97.3 93.6–95.4 88.5–93.2

SOURCE: U.S. Census Bureau, 2004 American Community Survey.

Figure 13–16 Illustration of a Map (quantitative)

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well as specifi c locations. Of the numerous techniques available to you, these are the most common:

• Showing differences of areas by color, shading, or cross-hatching is perhaps the most popular technique (see Figure 13–16). Of course, maps using this technique must have a legend to explain the quantitative meanings of the various colors, cross-hatchings, and so forth.

• Graphics, symbols, or clip art may be placed within each geographic area to depict the quantity for that area or geographic location.

• Placing the quantities in numerical form within each geographic area is another widely used technique.

Combination Charts Combination charts often serve readers extremely well by allowing them to see rela- tionships of different kinds of data. The example in Figure 13–18 shows the reader the price of stock over time (the trend) as well as the volume of sales over time (compari- sons). It allows the reader to detect whether the change in volume affects the price of the stock. This kind of information would be diffi cult to get from raw data.

Three-Dimensional Graphics Until now you have learned that three-dimensional graphs are generally undesirable. However, we have mostly been referring to the three-dimensional effect applied to

• Here are some specifi c instructions for statistical maps.

Figure 13–17 Illustration of a Map (Physical)

• With multiple variables, 3D graphics can help readers understand the data better.

• Sometimes a combination of chart types is effective.

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graphics with two variables. But when you actually have three or more variables, pre- senting them in three dimensions is an option. It is the difference between the raised pie chart versus the ball. Adding a third dimension to a pie chart by “raising” it (includ- ing a shadow) will not enhance its information value, but if you actually have three- dimensional data, putting it in the form of a ball will enable your readers to see it from multiple perspectives and gain additional information. In fact, Francis Crick, a Nobel prize-winner for discovering the structure of DNA, once revealed it was not until he and his collaborators took a sheet of paper, cut it, and twisted it that they understood the confi guration of DNA. Today we have sophisticated statistics, graphics, and data mining tools to help us fi lter and see our data from multiple perspectives. These three-dimensional tools are beginning to make their way from science labs into business settings. Several factors seem to be driving the trend. Businesses large and small are collecting and attempting to analyze extremely large amounts of detailed data. They are analyzing not only their own data but also data on their competitors. And advances in hardware, software, and web-based applications are making it easier to graphically represent both quantitative and qualitative data. Although 3D graphics help writers display the results of their data analysis, they change how readers look at information and may take some time getting used to. These tools enable users both to see data from new perspectives and to interact with it. They allow users to free themselves from two dimensions and give them ways to stretch their insights and see new possibilities. These graphics can help businesses make time- ly decisions through leveraging their corporate information assets. Figure 13–19 shows a three-dimensional visual thesaurus for the word graph. The color of its node and the distance of the node from the centroid refl ect the degree of similarity between the node and the centroid, something you cannot get from a tradi- tional thesaurus. Here the closer the synonym to graph, the redder or hotter it is and the more similar to the word. In this case chart is hotter than drawing, and drawing is hotter than outline. Using 3-D graphic tools clearly has a place and use. They are especially good for helping to analyze large data sets with multiple variables, query them, and interpret them. In deciding whether to use a three-dimensional representation such as this one or a two-dimensional one such as one you might see at <http://www.visualthesaurus. com>, you need to consider your audience, the context, and goal of your communica- tion. Overall, multidimensional presentation on paper is diffi cult; multiple representa- tions can be made from separate two-dimensional views, but not always effectively.

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Figure 13–18

Illustration of a Combination Chart, Comparing the Dow Jones Average to the volume and Weekly Change Range of Deere Common Stock

• 3D graphics facilitate analyzing large data sets.

• 3D graphics facilitate seeing data from a new perspective.

• Tools allow users to interact with their data.

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If the document is being presented online or digitally where the reader can rotate it to see perspectives, it is likely to be much more effective with a larger number of readers. Writers should take care to use three-dimensional graphics appropriately.

Photographs Cameras are everywhere today. If we do not have them in our phones, we might have them in a credit card size or even smaller. And free and for-fee photos are readily available on the Internet, too. In documents, photos can serve useful communication purposes. They can be used to document things and events as well as show products, processes, or services. You could use the photo in Figure 13–20 as a metaphor for the concept of a hole in a company’s computer security (someone getting in) or the loss of corporate intelligence (something getting out). Today photos, like data-generated graphics, can easily be manipulated. A writer’s job is to use them ethically, including getting permission when needed and presenting them objectively.

Graph Plan

Persuasion

Chart

Map

Scheme

Drawing

Outline

Image

DiagramFigure 13–19

Illustration of a Three- Dimensional Graphic

Figure 13–20

Illustration of a Photo

SOURCE: http://www.wilmascope.org/

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Other Graphics The types of graphics discussed thus far are the ones most commonly used. Other types also may be helpful. Diagrams (see Figure 13–21) and drawings (see Figure 13–22) may help simplify a complicated explanation or description. Icons are another useful type of graphic. You can create new icons and use them consistently, or you can draw from an existing body of icons with easily recognized meanings, such as . Even carefully selected cartoons can be used effectively. Video clips and animation are now used in electronic documents. See the text website for some examples. For all practical purposes, any graphic is acceptable as long as it helps communicate the true story. The possibilities are almost unlimited.

Visual Integrity3 In writing an objective report, you are ethically bound to present data and visuals in ways that enable readers to interpret them easily and accurately. By being aware of some of the common errors made in presenting graphics, you learn how to avoid them as well as how to spot them in other documents. Even when errors are not deliberately created to deceive a reader, they cause loss of credibility with the reader—casting doubt on the document as well as on other work you have completed. Both data- generated graphics and visual graphics can misrepresent information. Writers need to be diligent in applying high quality standards when using them.

Blind Spot: No visibility for 30 feet behind truck. Stay back 20–25 car lengths.

Blind Spot: Leave 4 car lengths between vehicles

Blind Spot: Pass through, don’t linger

Blind Spot: Don’t linger

3 For an excellent expanded discussion of graphic errors, see Gerald E. Jones, How to Lie with Charts (San Jose, CA: iUniverse.com, 2001).

Figure 13–21

Illustration of a Diagram

Figure 13–22

Illustration of a Drawing

• Other graphics available to you are diagrams, drawings, and even cartoons.

• Business writers are ethically bound to present data that readers can extract easily and accurately.

SOURCE: U.S. Department of Transportation, Share the Road Safely Program.

Illustration by Zeke Smith © 2003.

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Data-generated Graphs Two categories of common errors in using graphs are errors of scale and errors of for- mat. Another more diffi cult category of error is inaccurate or misleading presentation of context. Errors of scale include problems with uniform scale size, scale distortion, and zero points. You need to be sure that all the dimensions from left to right (X axis) are equal, and the dimensions from the bottom to the top (Y axis) are equal. Otherwise, as you see here, an incorrect picture would be shown.

• Common errors are errors of scale, format, and context presentation.

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Scale distortion occurs when a graphic is stretched excessively horizontally or verti- cally to change the meaning it conveys to the reader. Expanding a scale can change the appearance of the line. For example if the values on a chart are plotted one-half unit apart, changes appear much more suddenly. Determining the distances that present the most accurate picture is a matter of judgment. Notice the different looks of the graphic show here when stretched vertically and horizontally.

C O M M U N I C A T I O N M A T T E R S

Words of Wisdom

Students must be sensitized in the importance of pictures that accompany written messages to the same extent that they are sensitized to the importance of nonverbal communication that accompanies messages.

Shirley Kuiper, The University of South Carolina Rosemary Booth, The University of North Carolina at Charlotte

Charles D. Bodkin, The University of North Carolina at Charlotte

Shirley Kuiper, Rosemary Booth, and Charles D. Bodkin, “The Visual Portrayal of Women in IBM’s Think: A Longitudinal Analysis,” Journal of Business Communication 35 (1998): 259.

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Software programs enable writers to create a wide variety of graphics from small to huge data sets.

Errors of format come in a wide variety. Some of the more common ones include choice of wrong chart type, distracting use of grids and shading, misuse of typeface, and problems with labels. If a company used pie charts to compare expenses from one year to the next, readers might be tempted to draw conclusions that would be inappro- priate because, although the pies both represent 100 percent of the expenses, the size of the business and the expenses may have grown or shrunk drastically in a year’s time. If one piece of the pie had been colored or shaded in such a way as to make it stand out from the others, it could mislead readers. And, of course, small type or unlabeled, inconsistently labeled, or inappropriately labeled graphics clearly confuse readers. You need to be careful to present graphics that are both complete and accurate. Another ethical dilemma is accurately presenting context. Politicians are often de- liberately guilty of framing the issue to suit their cause. Business writers can avoid this deception both by attempting to frame the data objectively and by presenting the data

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Finally, another type of scale error is violating the zero beginning of the series. For accuracy, you should begin the scale at zero. But when all the information shown in the chart has high values, it is awkward to show the entire scale from zero to the highest value. For example, if the quantities compared range from 1320 to 1350 and the chart shows the entire area from zero to 1350, the line showing these quantities would be almost straight and very high on the chart. Your solution in this case is not to begin the scale at a high number (say 1300), for this would distort the information, but to begin at zero and show a scale break. Realize, however, that while this makes the differences easier to see, it does exaggerate the differences. You can see this here.

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with the reader in mind. For example, one might look at the cost of attending college for the past 30 years. A line chart of the actual dollar cost over the years would show a clear upward trend. However, to present the costs without factoring in infl ation dur- ing that 30-year period would distort the results. In Figure 13–23, you can see that the actual cost of college tuition and fees in dollars adjusted for infl ation would show costs that are lower or equal to today’s costs.

Visual Graphs Visual graphs, too, need to be used ethically. Writers need to be careful when choosing the information to represent and the visual elements to represent it. One area writers

C O M M U N I C A T I O N M A T T E R S

Practicing Visual Ethics

As you have learned in this chapter, graphics can serve several useful purposes for the business writer. However, the writer needs to be accountable in using graphics to present images that in the eye and mind of the reader communicate accurately and completely. To do this, the careful writer pays attention to both the design and content of the graphic. These are particularly important, for readers often skim text but read the graphics. Research shows that people remember im- ages much better and longer than text. The following guides will help you in evaluating the graphics you use:

• Does the visual’s design create accurate expectations?

• Does the story told match the data?

• Is the implied message congruent with the actual message?

• Will the impact of the visual on your audience be appropriate?

• Does the visual convey all critical information free of distortion?

• Are the data depicted accurately?

Adapted from Donna S. Kienzler, “Visual Ethics,” Journal of Business Communication 34 (1997): 171–87.

Tu iti

on

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Chart 23 Average Annual Resident Undergraduate Tuition and Required Fees

Constant & Current Dollars, Academic Years 1975 to 2005

Academic Year

Current dollars

Constant dollars

SOURCE: Minnesota Higher Education Services Office, 2006.

Figure 13–23

Illustration of Accuracy of Content

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need to watch is appropriate selection. Are people or things over- or underrepresented? Are the numbers of men and women appropriate for the context? Are their ages ap- propriate? Is ethnicity represented appropriately? Have colors been used appropriately and not to evoke or manipulate emotions? What about volume and size? Are the num- ber of visuals and size appropriate for the emphasis the topic deserves? Are visuals presented accurately, free of distortion or alteration? Have photos been cropped to be consistent with the context? Writers need to carefully select and use visual graphs to maintain high integrity.

PLACING AND INTERPRETING THE GRAPHICS For the best communication effect, you should place each graphic near the place where it is covered in writing. Exactly where on the page you should place it, however, should be determined by its size. If the graphic is small, you should place it within the text that discusses it. If it is a full page, you should place it on the page following the fi rst reference to the information it covers. Some writers like to place all graphics at the end of the report, usually in the appen- dix. This arrangement may save time in preparing the report, but it does not help the readers. They have to fl ip through pages every time they want to see a graphic. Com- mon sense requires that you place graphics in such a way as to help readers understand the report. Sometimes you may need to include graphics that do not fi t a specifi c part of the report. For example, you may have a graphic that is necessary for completeness but is not discussed in the report. Or you may have summary charts or tables that apply to the entire report but to no specifi c place in it. When such graphics are appropriate, you should place them in the appendix. And you should refer to the appendix somewhere in the report. Graphics communicate most effectively when the readers see them at the right place in the report. Thus, you should refer the readers to them at the right place. That is, you should tell the readers when to look at a graphic and what to see. Of the many wordings used for this purpose, these are the most common:

. . . , as shown in Figure 4, . . . .

. . . , indicated in Figure 4, . . . .

. . . , as a glance at Figure 4 reveals, . . .

. . . (see Figure 4) . . . .

If your graphic is carrying the primary message, as in a detailed table, you can just make an incidental reference to the information in the graphic, as in “Our increased sales over the last three years . . . .” However, if the words are carrying the primary message such as in the bar chart in Figure 13–14, you might start with a reference to the chart followed closely by a thorough interpretation. One good mantra to use is GEE, standing for generalization, example, and exception.4 You’ll start with a summary statement that reveals the big picture. In the case of Figure 13–14, you might say, “As Figure 14 shows, the num- ber of individuals fi ling tax returns electronically will grow from 65 million today to 90 million in 2012.” After presenting the fi gure, you’ll give one or more supporting examples that call your readers’ attention to key fi ndings. Then you will give the ex- ception to the general trend, if there is one—for example, “In most years the increase is expected to be four million; however, in the fi rst year it will be fi ve million when easy-to-use web-based tax preparation software fi rst becomes available.” Your readers will appreciate well-chosen, well-designed, and well-explained graphics, and you will achieve powerful communication results.

• Place the graphics near the fi rst place in the text in which you refer to them.

• Placing graphics at the end of the report does not help the readers.

• Graphics not discussed in the report belong in the appendix.

• At the right place, incidentally invite the readers to look at the graphics.

• Interpret using a generalization, example, exception (GEE) strategy.

4 Jane E. Miller, “Implementing ‘Generalization, Example, Exceptions (GEE),’ ” The Chicago Guide to Writing about Numbers: The Effective Presentation of Quantitative Information (Chicago: The University of Chicago Press, 2004) 265.

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1. Because graphics are a part of the communication in a report, you should plan for them.

• But remember that they supplement the writing; they do not replace it.

• Use them wherever they help communicate the report information.

2. Construct each graphic carefully, following these general instructions:

• Give each the size and arrangement that its contents and importance justify.

• Choose a readable type. New Clear Type fonts such as Calibri or Cambria improve on-screen readability.

• Use rules, borders, and color when they help.

• Use clip art and background appropriately.

• Number the graphics consecutively by type.

• Construct topic titles for them using the fi ve Ws (who, what, where, when, why) and one H (how) as a checklist. Alternatively, use the main message as a talking heading.

• Use footnotes and acknowledgments when needed, placing them below the graphic.

3. Choose textual graphics to display data that are largely text based.

• Use general-purpose tables for information that is broad in scope.

• Use special-purpose tables for information that is specifi c in scope.

• Use leaderwork or tabulations for short arrangement of data.

• Use pull quotes to emphasize a key idea.

• Use bullet lists to set off points.

• Use fl owcharts and process charts to show activity sequences.

4. In selecting a graphic, consider these primary uses of each:

• Simple bar or column chart—shows quantity comparisons over time or over geographic distances.

• Clustered bar or column chart—shows two or three quantities on one chart.

• Bilateral column chart—shows plus and minus differences and is especially good for showing percentage changes.

• Stacked or subdivided bar chart—used to compare differences in the division of wholes.

• Pictograph—shows quantitative differences in picture form.

• Pie chart—used to show how wholes are divided.

• Line chart—useful in showing changes over time. Variations include belt charts, surface charts, and variance charts.

• Scatter diagram—compares pairs of values.

• Map—shows quantitative and physical differences by area.

• Combination chart—used to show relationships between separate data sets.

• Three-dimensional graphic—used to analyze and interpret large data sets with three or more variables.

• Photograph—used to document things and events or show products, processes, and services.

Apply other graphics to serve special needs:

• Diagrams and drawings.

• Icons.

SUMMARY BY LEARNING OBJECTIVES

1Determine which parts of your report should be communicated by graphics and where in the report the graphics should appear.

2Explain the general mechanics of constructing graphics— size, layout, type, rules and borders, color and cross-hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments.

3Construct textual graphics such as tables, pull quotes, fl owcharts, and process charts.

4Construct and use visual graphics such as bar charts, pie charts, scatter diagrams, and maps.

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• Cartoons.

• Video clips and animation.

5. Visual integrity applies to both data-generated graphics and visuals.

• To present data objectively avoid these common errors :

— Errors of scale—no uniform scale size, scale distortion, missing zero point.

— Errors of format—wrong chart type, distracting use of grids and shading, misuse of typeface, and problems with labels.

— Errors of context presentation.

• Visuals need special attention to the following:

— Selection.

— Color.

— Volume and size.

— Distortion, dropping, and alterations.

6. Place and interpret graphics effectively.

• Place graphics near to the text part they illustrate.

• Place in the appendix those that you do not discuss in the text.

• Invite the readers to look at them at the appropriate place.

• Interpret using a generalization, example, exception strategy.

5Avoid common errors and ethical problems when constructing and using graphics.

6Place and interpret graphics effectively.

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CHAPTER 13 Graphics 437

1 For the past 20 years, Professor Clark Kupenheimer has required that his students include fi ve graphics in the long, formal report he assigns them to prepare. Evaluate this requirement.

2 Because it was easier to do, a report writer prepared each of the graphics on a full page. Some of these graphics were extremely complex; some were very simple. Comment on this practice.

3 A report has fi ve maps, four tables, one chart, one dia- gram, and one photograph. How would you number these graphics?

4 How would you number these graphics in a report: seven tables, six charts, nine maps?

5 Discuss the techniques that may be used to show quan- titative differences by area on a statistical map.

6 Select data that are ideally suited for presentation in three dimensions. Explain why use of a data visualiza- tion is good for this case.

7 Discuss the advantages and disadvantages of using pictographs.

8 Find a graph that uses scale breaks. Discuss the possible effects of its use on the reader.

9 Find a graphic with errors in format. Tell how you would correct the errors to present the chart’s data more clearly to the reader.

10 “I have placed every graphic near the place I write about it. The reader can see the graphic without any ad- ditional help from me. It just doesn’t make sense to di- rect the reader’s attention to the graphics with words.” Evaluate this comment.

C R I T I C A L T H I N K I N G E X E R C I S E S

1 Construct a complete, concise title for a bar chart show- ing annual attendance at home football (or basketball, or soccer) games at your school from 2000 to the present.

2 The chart prepared in Question 1 requires an explana- tion for the years 2005 to the present. In each of those

years, one extra home game was played. Explain how you would provide the necessary explanation.

3 For each of the areas of information described on the following page, which form of graphic would you use? Explain your decision.

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a. Record of annual sales for the Kenyon Company for the past 20 years.

b. Comparison of Kenyon Company sales, by product, for this year and last year.

c. Monthly production of the automobile industry in units.

d. Breakdown of how the average middle-income fam- ily in your state (or province) disposes of its income dollar.

e. How middle-income families spend their income dol- lar as compared with how low-income families spend their income dollar.

f. Comparison of sales for the past two years for each of the B&B Company’s 14 sales districts. The districts cover all 50 states, Canada, and Puerto Rico.

g. National production of trucks from 1950 to present, broken down by manufacturer.

h. Relationship between list price and gas mileage of alternative and gasoline-fueled cars.

4 For each of the following sets of facts, (a) determine the graphic (or graphics) that would be best, (b) defend your choice, and (c) construct the graphic.

a. Average (mean) amount of life insurance owned by Fidelity Life Insurance Company policyholders. Classifi cation is by annual income.

Income Average Life

Insurance

Under $30,000 $ 15,245

$30,000–34,999 24,460

$35,000–39,999 36,680

$40,000–44,999 49,875

$45,000–49,999 61,440

$50,000 and over 86,390

b. Profi ts and losses for Whole Foods Stores, by store, 2003–2007, in dollars.

Store

Year Able City Baker Charleston Total

2003 234,210 132,410 97,660 464,280

2004 229,110 –11,730 218,470 435,850

2005 238,430 –22,410 216,060 432,080

2006 226,730 68,650 235,510 530,890

2007 230,080 91,450 254,820 576,350

c. Share of real estate tax payments by ward for Bigg City, 2002 and 2007, in thousands of dollars.

2002 2007

Ward 1 17.1 21.3

Ward 2 10.2 31.8

Ward 3 19.5 21.1

Ward 4 7.8 18.2

City total 54.6 92.4

d. Percentage change in sales by employee, 2006–2007, District IV, Abbott, Inc.

Employee Percentage

Change

Joan Abraham �7.3

Helen Calmes �2.1

Edward Sanchez �7.5

Clifton Nevers �41.6

Wilson Platt �7.4

Clara Ruiz �11.5

David Schlimmer �4.8

Phil Wirks �3.6

5 The basic blood types are O, A, B, and AB. These can be either positive or negative. With some basic research, determine what percentage of each type people in the United States have. Choose an appropriate graph type and create it to convey the data.

6 Through your research, fi nd the approximate milligrams of caffeine in the following items and create an appro- priate graphic for Affi liated Food Products, Inc., to il- lustrate your fi ndings.

5-oz. cup of coffee (drip brewed)

7-oz. glass of iced tea

6-oz. glass of soda with caffeine

1-oz. dark chocolate, semisweet

7 Choose fi ve or six outdoor summer sport activities. In a graphic identify the activity and whether it affects car- diovascular, arms, legs, back, or abdominals. You can assume these activities can affect more than one fi tness zone. You work for the Parks and Recreation Depart- ment of a city of your choosing.

 
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