HRMN 300…Assignment 3

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© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 1

 

Final Exam Case Study

Please read all the directions below before starting your final

assignment.

INSTRUCTIONS:

• Read the entire case study carefully and then respond to all

questions in each of the four scenarios.

• Develop each answer to the fullest extent possible,

including citations from outside resources, where

applicable, to support your arguments.

• Submit your assignment as a separate MS Word document

in your assignments folder. Do not type your answers

into the case study document. Include a Cover

Page with Name, Date, and Title of Assignment.

• Do not include the original question. Use the following

format: Scenario 1: question 1, etc.

• Each response should be written in complete sentences,

double-spaced and spell-checked. Use 12-point Times New

Roman font with 1-inch margins on all sides.

• Include page numbers according to APA formatting

guidelines.

• Include citations in APA format at the end of each answer.

You must submit to the assignment link by the due

date (final day of class). A missing assignment will be

assigned a grade of 0.

 

 

2 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

 

Introduction and

Organization Overview

DRA Performance Solutions (DRA PS) was founded in 1992 with the goal to improve human

performance using multiple technology avenues.

To improve human performance, DRA PS makes recommendations about how to change

work environments to improve employee performance, motivation and morale; and develops

courseware for skill improvement.

The Training Solutions Division of DRA PS develops the courseware products.

Revenue for past year: $25 million.

Revenue for the Training Solutions Division for the past year: $10 million.

DRA PS total workforce: 650 employees, 260 of whom are employed in the Training Solutions

Division.

 

Case Study Background The Training Solutions Division (TSD) of DRA PS was recently awarded a $6 million contract

to develop a training academy for BTA, a United States government organization with highly

educated personnel. The contract is for 36 months. The academy must be up and running in

three months and the first classroom course offered at the start of the fourth month.

TSD must develop the following before the first classroom course is offered:

a. A project plan and timeline for the academy’s development,

including web site design and launch, course development and

repeat course cycles.

b. Paper-based training and educational products.

c. Web-based training and educational products.

d. Digitized video training and educational products.

e. Marketing brochures, posters and e-mail announcements.

 

 

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 3

 

f. Event logistics plans.

g. Delivery schedules for 15 courses.

h. Training analyses for the first and second courses.

i. Instructional design plans.

j. An instructor’s guide, participant manual and PowerPoint

presentation with a variety of multimedia components such as

graphics, animations and videos for the first course.

k. An examination for the first course.

The training academy will be completely virtual. All academy marketing, courses and

attendee registration will occur online. In addition, the academy web site will house course

materials and records for attendee access, and an interactive forum for academy member

collaboration.

The contract requires TSD to develop 15 classroom-based courses that are highly

interactive and use innovative multimedia approaches. After all the courses are developed

and delivered one time, they will be repeated during the last year of the three-year project.

 

Project Phases Project development will occur in two phases:

Phase 1: Create the training academy (3 months). Implement

organizational structure.

Develop and launch web site.

Develop and implement branding for the academy.

Develop and distribute marketing materials.

Develop the first course.

Deliver the first course.

Begin development of the second course through the analysis phase.

 

 

 

4 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

 

Phase 2: Maintain academy operations, develop and implement remaining courses, and

offer repeat sessions (2 years and 9 months). Complete development of the second course.

Deliver the second course.

Implement development schedule for the next 13 courses.

Offer repeat courses during last year of the contract.

Continue to manage the academy, maintain the web site and market the courses.

 

Organizational Structure DRA PS’s current organizational structure:

 

 

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 5

 

The Training Solutions Division is a matrix organization* divided into the following branches:

Project Management

Instructional Design

Graphic Design

 

 

 

6 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

 

Programming

Document Production

Logistics

Multimedia

* A matrix organization uses a multiple chain‐of‐command system. In a matrix organization, employees typically report to a manager with profit or overall project responsibility and to their functional manager who is responsible for maintaining product quality and functional performance.

 

Current TSD Staffing All 260 employees in the Training Solutions Division are already assigned to projects. The new

contract will require TSD to determine how many employees they will need for each division

branch and for each project. They will need to take into account when current

projects are ending; who can be moved from those projects to the new project; and how many

new employees will be needed.

Scenario 1: Increasing Staff to

Complete the First Phase

Read the Introduction of DRA PS.

Additional Scenario Information MRG HPI Policies and Guidelines for Assigning

Employees to Projects

DRA PS is committed to maintaining a highly qualified talent pool. Therefore, all DRA PS

employees must be considered for new work opportunities before being terminated due to

lack of an available, relevant assignment.

New employees must be hired to support existing workloads. Full-time position requests

must include verification of the project assignment; a budget to support the position; and the

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 7

 

duration of the assignment. If project will be short in duration, term hires must be

considered or even the use of a consultant or subcontractor.

The addition of a new position requires written approval from the project manager, branch

chief, the vice president of the Training Solutions Division, the chief operating officer, the chief

financial officer and the vice president of Human Resources.

Subcontractor hiring requires written approval from the project manager, branch chief, of the

vice president of the Training Solutions Division, the vice president of Contracts, the chief

operating officer, the chief financial officer and the vice president of Human Resources.

Staff reassignments require written approval from the branch chief, the vice president of

the Training Solutions Division, the chief operating officer, the chief financial officer, the

vice president of Human Resources and the chief executive officer.

 

Answer the following:

1. What are some of the positions you may need to recruit? Why?

2. What are the existing recruitment policies and guidelines and what

challenges may they cause?

3. How will you meet those challenges?

4. What is your recruitment strategy? How will you communicate it?

 

8 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

Scenario 2: The Effect of Firing the

Program Manager on Staffing for the

Second Phase of the Project

Read the Introduction of DRA PS.

Additional Scenario Information

Work is well underway. A Task Management Educational Plan is being written to

articulate the scope, work breakdown, processes, schedules and assignments at each project

phase. This plan must be done within the first month of the project start date. DRA PS

hired a new program manager from outside the organization to oversee the new project.

DRA PS hired her based on her college degree and years of experience in the field and

needs her to get up to speed quickly. An existing program manager who worked on the

project proposal and who has met the client is assigned the project’s principal instructional

designer.

Client’s Requirements

The client expects the program manager to conduct weekly status meetings with them;

communicate with them on a daily basis through e-mails and telephone calls; and to meet

established deadlines for product delivery. The client will conduct quality assurance

reviews immediately to keep the schedule on time.

Schedule and Workload Requirements

The team is organized into three divisions: course development, marketing, and web site

development. Each division has a lead team member. The program manager has oversight

of the entire project.

The web site must be designed and launched two months after the project start date.

A marketing plan and branding campaign must be designed before the web site can launch.

Marketing products must be ready for distribution at the same time as the web site launch.

The first course must be delivered at the start of the fourth month from the project start

date.

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 9

The course review and rehearsal must be ready two months after the project start date.

Analysis work for the second course must start two months after the project start date.

Program Manager’s Actions

The program manager seems friendly but does not seem to be leading the team. She holds

weekly status meetings with the client but doesn’t say anything during those meetings. She

responds only by e-mail to client communications and calls only to confirm meetings.

The client is not impressed with the program manager’s performance and notices that

the lead instructional designer is actually filling both the program manager and

instructional designer roles. One month into the project, the client mentions the program

manager’s performance to the vice president of the division. The vice president

promises to talk to the program manager and help her improve her performance.

By the end of the second month, the analysis for the second course has started. The first

course is ready for review and rehearsal, which means all materials have been developed

and are ready for instructor review. The preliminary branding campaign was completed,

marketing materials are ready for approval, and the first version of the web site has

launched.

The vice president of the division phones the client and asks for feedback on the project

accomplishments to date and the program manager’s performance.

The client praises the progress made in such a short time but thinks it has happened in spite

of the program manager. The client informs the vice president that the program manager

missed the deadline for delivery of the Task Management Educational Plan. When it was

finally delivered, the client sent it back as unsatisfactory. Also, the client feels that the

program manager has been uncommunicative; she has not said a dozen words in the past

eight weekly progress meetings. The client is not pleased with the program manager’s

performance. At the end of the third month, DRA PS decides to replace the program

manager.

In spite of this, team leaders have made sure that the first course is ready, the web site is

launched, and the marketing plan is developed and implemented on schedule.

A new program manager is needed right away. Answer the following:

1. How would you have handled the program manager’s performance issues? Was

the right decision made to replace her? Why or why not?

2. What options exist to find a new program manager?

3. Discuss the recruitment and retention challenges you face in filling the position

quickly.

4. How will you ensure that the new hire will be approved and hired as expediently

as possible?

 

10 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

Scenario 3: The Effect of Losing Staff

Members during a Staff Reduction

Read the Introduction of DRA PS.

Additional Scenario Information

Six months into the project, the client reviews the progress and issues a stop-work order.

The main issues identified during their review:

There were different expectations about the complexity of graphics in course development

and course materials.

There were different opinions about the level of marketing required (marketing a course

versus the entire academy, no post-course promos, etc.).

There were issues with instructors. There were instances where instructors had rescheduled

on multiple occasions or cancelled.

There were concerns about the subject matter experts (SMEs). SMEs had been hired

outside of the budgeted amount. There were also concerns about the SMEs not providing

the level of technical writing expertise required, which resulted in having to hire

additional technical writers.

DRA PS addressed some of these concerns by removing the videotaping requirement

during the analysis phase and removing the repeat courses that were going to be offered

during the final contract year.

By eliminating videotaping and repeat courses, the remaining courses to be developed and

presented were stretched over the rest of the contract (2 ½ years).

This means that instead of developing and offering the 15 courses using two teams in a

staggered fashion over two years, DRA PS must reduce staff. Currently there are three

senior instructional designers, six graphic artists, three document specialists, six technical

writers, three subject matter experts, and two editors assigned to the teams.

Your subject matter experts are consultants under contract.

You don’t want to lose your staff, but you may have no choice but to let some go.

Some of the employees resign when they hear the news. Three instructional designers quit

and the remaining three are searching for new jobs. All your technical writers have

résumés out to potential employers. Your senior graphics lead, a person you count on, has

a job offer with another organization.

What will you do to maintain a staff to meet the contractual changes and ensure a quality

product? What can you do to retain your employees and instill confidence that the program

is stable? Answer the following:

 

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 11

1. What are your primary retention issues? What challenges do the existing recruitment

and retention policies and guidelines create?

2. What can be done to retain existing employees?

3. How will you motivate the current team?

4. How will you go about replacing the ones who have left (positions that are still

needed)?

 

Scenario 4: The Effect of Additional

Workload on Continuing Operations

Read the Introduction of DRA PS.

Additional Scenario Information

The issues that caused the work-stop order were satisfactorily addressed and work on the

project resumed. The client is impressed with DRA PS’s work products and with how they

addressed some difficult issues during the development and delivery of the last six or seven

courses. The client wants to add repeat courses back into the schedule and add four new

courses. The client wants to start the new courses immediately and wants them completed

within the next 12 months. The current work must continue and not be affected by the

additional work.

Current Schedule and Workload Requirements

One course is scheduled to be completed this year. Three more courses are to be developed

next year. It takes 6 months to develop each course. The three-year contract ends

September 30 next year. All of the additional work must be completed by that date.

Current staffing consists of:

One senior instructional designer

Three graphic artists

One director/videographer

One subcontracted sound technician

 

12 © 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D.

One media specialist

One logistics coordinator

One web programmer

Two technical writers

One subcontracted subject matter expert

One editor

One document specialist

Current Organizational Structure

The training academy is now two years old. DRA PS has developed seven courses; the last

one was the most challenging to develop and yet one of the most successful. The success

rejuvenated the team, which was struggling after the termination of the program manager,

the three-month work stoppage, a change to the workload and schedule requirements, and

the loss of co-workers. Development and delivery schedules were tight and required a great

deal of commitment and hard work. The teams’ moods have run the gamut from

devastation to euphoria. The current mood is somewhere in between.

Retention and Recruitment Issues

In the previous scenario, some staff members were looking for employment elsewhere.

Motivation issues still persist.

Additional staffing is needed because of the new work. A staffing analysis concluded that

seven teams will be necessary to accomplish the additional work. Staff additions include:

Three graphic artists

Two logistics staff

Three document specialists

Two editors

Fourteen technical writers

Seven instructional designers (these will be negotiated with the subcontractor) Answer

the following:

1. Outline the steps you would take to hire employees for seven new teams.

2. What internal and/or external methods could be used to recruit and staff quality teams?

3. How will you ensure a fair, equitable, and market competitive compensation and

reward strategy?

4. Propose two strategies to quickly integrate the new teams into the existing workforce.

5. Discuss two ways you will proactively manage any potential performance issues.

© 2008 Society for Human Resource Management. Marcia R. Gibson, Ed.D. 13

for Human Resource Management. Marcia R. Gibson, Ed.D. 15

 
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Organizational Behavior Exam

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Organizational Behavior 15th Ed

 

What Is Organizational Behavior?

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-1

Robbins and Judge

Chapter 1

 

Welcome to this Organizational Behavior course that uses the 15th edition of the textbook, Organizational Behavior by Robbins and Judge. This is considered among the most widely used OB textbooks in the world. Robbins and Judge are recognized as definitive aggregators of OB concepts, applications and practices. The course and this book will provide you with a resource that will benefit you throughout your degree program and your professional life.

1

Chapter 1 Learning Objectives

After studying this chapter you should be able to:

Demonstrate the importance of interpersonal skills in the workplace.

Describe the manager’s functions, roles and skills.

Define organizational behavior (OB).

Show the value to OB of systematic study.

Identify the major behavioral science disciplines that contribute to OB.

Demonstrate why few absolutes apply to OB.

Identify the challenges and opportunities managers have in applying OB concepts.

Compare the three levels of analysis in this book’s OB model.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-2

The first chapter entitled “What is Organizational behavior,” begins by defining eight learning objectives for the chapter. These lay a foundation understanding for the origins of OB and its applications in management and organizational existence. You should focus on this chapter to ground yourself effectively as a starting place for the more complex and significant concepts through the book. We will take each of these objectives and concentrate on its presentation to ensure your acquisition of base knowledge and competencies in OB.

2

Demonstrate the Importance of Interpersonal Skills in the Workplace

Understanding OB helping to determine manager effectiveness

Leadership and communication skills that are critical as a person progresses in a career

Lower turnover of quality employees

Higher quality applications for recruitment

Better financial performance

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-3

 

LO 1

Interpersonal Skills Result In…

Managers need a whole cadre of skills to create a productive workplace, including technical and quantitative skills. However, leadership and communication skills are critical to organizational success. When managers have solid interpersonal skills, there are positive work outcomes for the organization. These outcomes include lower turnover of strong employees, improved recruitment pools for filling employment positions, and a better bottom line.

 

3

Describe the Manager’s Functions, Roles And Skills

Manager: Someone who gets things done through other people in organizations.

Organization: A consciously coordinated social unit composed of two or more people that functions on a relatively continuous basis to achieve a common goal or set of goals.

Planning, organizing, leading, and controlling are the most often studied.

Mintzberg concluded that managers perform ten different, highly interrelated roles or sets of behaviors attributable to their jobs.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 2

i1-4

A Manager is someone in the organization who gets things done through the efforts of other people. It is important to keep in mind that an organization is defined as a social entity comprised of two or more people and can be found at any level within the organization. Henri Fayol of France originally defined the functions of management that became the cornerstone for management study for almost 100 years. These functions are currently defined as planning, organizing, leading and controlling. When thinking about these functions one realization comes forward. They all involve the interpersonal skills of communication for their effective implementation. And. Henry Mintzberg, no you do not have to be named Henry to be a management theorist, looked at management differently when he defined the 10 roles of managers. Again, think on these roles and you will find that they again involve implementation through the interpersonal skills of communication.

4

Describe the Manager’s Functions, Roles And Skills

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-5

 

LO 2

Insert Exhibit 1.1

In fact, if you look at the three categories of roles suggested by Mintzberg following his research, you’ll note the distribution of communication and interpersonal skills such as tact, diplomacy, and the like, focusing on both internal and external audiences in the role’s activities. For this reason, developing the interpersonal skills introduced in this course are essential to the professional development of young professionals. It is essential to managerial success.

5

Describe the Manager’s Functions, Roles And Skills

Management Skills

Technical Skills–The ability to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job.

Human Skills–Ability to work with, understand, and motivate other people, both individually and in groups, describes human skills.

Conceptual Skills–The mental ability to analyze and diagnose complex situations.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 2

1-6

 

A study published in the Harvard Business Review in 1960 and in continuing studies throughout the 1980s, three types of skills were attributed to managerial activity. These skills were found to be applied in different ratios depending on the managerial level in the organization. The underlying message here is that young professionals are hired for what they do and veteran professionals are hired for what they think. This is why we have the phenomenon of a CEO from one industry’s company being hired as the CEO of a company in a completely different industry.

6

Effective Versus Successful Managerial Activities

Luthans and associates found that all managers engage in four managerial activities.

Traditional management.

Communication.

Human resource management.

Networking.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 2

1-7

Luthans and his research associates found the managers engage in four managerial activities. The activities are defined as Traditional management which is decision making, planning, and controlling. The average manager spent 32 percent of his or her time performing this activity. Communication is exchanging in routine information and processing paperwork. The average manager spent 29 percent of his or her time performing this activity. Human resource management includes motivating, disciplining, managing conflict, staffing, and training. The average manager spent 20 percent of his or her time performing this activity. Networking is socializing, politicking, and interacting with outsiders. The average manager spent 19 percent of his or her time performing this activity

 

7

Effective Versus Successful Managerial Activities

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 2

1-8

Insert Exhibit 1.2

Managers who were high performing in these activities were found to be fast- tracked through organizational promotion.

 

8

Define “Organizational Behavior” (OB)

OB is a field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations for the purpose of applying such knowledge toward improving an organization’s effectiveness.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 3

1-9

Organizational behavior is a field of study that includes effects at all levels in the organization. An organization is comprised of sub-organizations and downward, depending on the size of the firm, to the individual level. When the concept and practices of OB are internalized and applied, they contribute to the manager’s accomplishing worthwhile outcomes for the benefit of the organization and those who work for it.

9

Show the Value to OB of Systematic Study .

Systematic Study of Behavior

Behavior generally is predictable if we know how the person perceived the situation and what is important to him or her.

Evidence-Based Management (EBM)

Complements systematic study.

Argues for managers to make decisions on evidence.

Intuition

Systematic study and EBM add to intuition, or those “gut feelings” about “why I do what I do” and “what makes others tick.”

If we make all decisions with intuition or gut instinct, we’re likely working with incomplete information.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-10

 

LO 4

Many people say that the ideas and concepts of OB are common sense. However, the systematic study of OB has come closer to finding ways to predict the behavior of individuals and groups with an understanding of the situation and composition of the people. Evidence-based management suggests that the scientific method of research can be applied to OB to find the effective relationships of predictable variables to find the probability or independent variables, the person and his or her behavior. Of course intuition is a decision-making and activity approach advocated by numerous managers and pundits. In reality, the contents of “intuition” are the results of experience and learning that are based-on facts and experiences. EBM and the systematic study of behavior enhance the understanding of these internal contributors to organization behavior.

10

Identify the Major Behavioral Science Disciplines That Contribute to OB

Organizational behavior is an applied behavioral science that is built upon contributions from a number of behavioral disciplines.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 5

1-11

OB is a behavioral social science that merges concepts from a number of different social sciences to apply specifically to the organizational setting at individual and group levels of analysis and concept development. The most significant social sciences are psychology, sociology, social psychology, anthropology, and political science. Look at each for a moment.

11

Identify the Major Behavioral Science Disciplines That Contribute to OB

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 5

1-12

Insert Exhibit 1.3

Exhibit 1.3 from the text shows the contributions made by other disciplines to the development of organizational behavior. The predominant areas are psychology, sociology, social psychology, anthropology, and political science. Each of the disciplines has contributed specific concepts and theories to the study of OB and its increasing applications.

 

12

Identify the Major Behavioral Science Disciplines That Contribute to OB

Psychology

Psychology is the science that seeks to measure, explain, and sometimes change the behavior of humans and other animals.

Social Psychology

Social psychology blends the concepts of psychology and sociology.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 5

1-13

Psychology focuses on the individual level by seeking to measure, explain, and sometimes change behaviors in individuals. This area of study offers insights in such areas as learning, training, decision making, and employee selection.

 

Social Psychology moves beyond individual analysis to look at group behavior and how individuals can influence on another. It blends together sociology and psychology and looks primarily at change, communication, and group interactions.

 

13

Identify the Major Behavioral Science Disciplines That Contribute to OB

Sociology

Sociologists study the social system in which individuals fill their roles; that is, sociology studies people in relation to their fellow human beings.

Anthropology

Anthropology is the study of societies to learn about human beings and their activities.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 5

1-14

Sociology looks at the relationship between individuals and their environment. Sociologists’ main contribution to OB is through offering a better understanding of group behavior. It looks more at how a group operates within an organizational system. One key area that sociologists contribute to in OB is culture, a key factor in OB studies.

 

An Anthropologist studies societies to learn about the human beings and their activities. They help us understand the differences between different groups in terms of their values, attitudes, and behaviors.

 

14

Few Absolutes Apply to OB

There are few, if any, simple and universal principles that explain organizational behavior.

Contingency variables—situational factors are variables that moderate the relationship between the independent and dependent variables.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 6

1-15

There are few absolutes in organizational behavior. When making decisions, you must always take into account situational factors that can change the relationship between two variables. Every situation has the potential to have unseen factors or even known factors that can change rapidly. Open you minds to detecting these changes and unseen factors and being ready with optional responses is essential to effective management,

15

Few Absolutes Apply to OB

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 6

Situational factors that make the main relationship between two variables change—e.g., the relationship may hold for one condition but not another.

1-16

When making decisions, you must always take into account these situational factors that can change the relationship between two variables. For example, as seen in this chart, one message from a boss in an American culture can mean a completely different thing in another culture. It is always important to take context into account.

16

Identify the Challenges and Opportunities of OB Concepts

Responding to Economic Pressure

In economic tough times, effective management is an asset.

In good times, understanding how to reward, satisfy, and retain employees is at a premium. In bad times, issues like stress, decision making, and coping come to the fore.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-17

During economic difficulties, the need for effective managers is heightened. Anyone can manage during good times; it is much tougher to manage through economic struggles. Often when there are economic pressures, managers are forced to make decisions based on resource constraints. These situations may include laying off employees, motivating employees when there are limited resources, and encouraging employees when they are stressed about their futures.

 

17

Identify the Challenges and Opportunities of OB Concepts

responding to Globalization

increased Foreign Assignments

working with People from Different Cultures

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-18

Organizations now exist in an environment with no national borders. As a result, the manager’s job has changed. They need to have a broader perspective when making decisions.

 

As foreign assignments increase. you will need to be able to manage a workforce that is different than what you may be used to and may bring different needs, aspirations and attitudes to the workplace.

 

You will also have individuals coming to work in your own country that come from different cultures and you will need to find ways to accommodate their needs and help them assimilate to your workplace culture.

 

18

Identify the Challenges and Opportunities of OB Concepts

Managing Workforce Diversity

Workforce diversity acknowledges a

workforce of women and men;

many racial and ethnic groups;

individuals with a variety of physical or psychological abilities;

and people who differ in age and sexual orientation.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

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As the borders are disappearing, we are seeing more and more heterogeneity in the workplace. Managers today need to embrace diversity and find ways to manage it effectively. The changing demographics have shifted management philosophy in a way that recognizes and utilizes differences to create productivity, profitability, and welcoming cultures.

 

19

Identify the Challenges and Opportunities of OB Concepts

Improving Customer Service

Today the majority of employees in developed countries work in service jobs.

Employee attitudes and behavior are associated with customer satisfaction.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-20

Jobs world wide have begun to focus on service industries such as retail, banking, insurance, and communications. These jobs are different from manufacturing jobs in the basis for what makes them attractive to people to perform well. OB helps to identify the characteristics and situations that can be managed to make employees and managers more sensitive to customer satisfaction, the essential outcome to successful service delivery.

20

Identify the Challenges and Opportunities of OB Concepts

Improving People Skills

People skills are essential to managerial effectiveness.

OB provides the concepts and theories that allow managers to predict employee behavior in given situations.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-21

Organizations are comprised of people. Organizations cannot achieve desired outcomes without people. So skills to manage people successfully are essential to the effectiveness of anyone in a managerial or leadership role. OB provides the concepts and theories that help predict behavior to create a more effective organization, accomplishing desired goals.

21

Identify the Challenges and Opportunities of OB Concepts

Stimulating Innovation and Change

Successful organizations must foster innovation and master the art of change.

Employees can be the impetus for innovation and change or a major stumbling block.

Managers must stimulate employees’ creativity and tolerance for change.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

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Today’s volatile economy and business environments mean that organizations and the people that comprise them must adopt innovation and change to counter major disruptions, modifications, and changes in the operational environment. Employees or managers in the operational core are closes to the firm’s policy implementation, process operation and output characteristics. They are best suited to suggestion innovation and change to improve the organization, its people, processes and products to successfully meet the challenge of the operational environment.

22

Identify the Challenges and Opportunities of OB Concepts

Coping with “Temporariness”

Organizations must be flexible and fast in order to survive.

Managers and employees must learn to cope with temporariness.

Learning to live with flexibility, spontaneity, and unpredictability.

OB provides help in understanding a work world of continual change, how to overcome resistance to change, and how to create an organizational culture that thrives on change.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-23

The volatile operational environments lead to a sense of “temporariness” in today’s organization. Responding effectively and efficiently to these modifications means that managers and leaders of the organization must learn to cope with the uncertainty and ambiguity of temporariness. They must adopt and practice flexibility, spontaneity and unpredictability to meet environmental challenges. OB is key to the skills needed to reduce resistance to change and to create successful organizational cultures.

23

Identify the Challenges and Opportunities of OB Concepts

Working in Networked Organizations

Networked organizations are becoming more pronounced.

A manager’s job is fundamentally different in networked organizations. Challenges of motivating and leading “online” require different techniques.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-24

Networked organizations are proliferating. These are organizations that are spread over geographic, time, or other boundaries that are overcome by connecting the places, people, and processes by technology. Managing and leading people who never see each other but who must work together in successful teams is a challenge to adopt skills different from traditional applications in management and leadership.

24

Identify the Challenges and Opportunities of OB Concepts

Helping Employees Balance Work-Life Conflicts

The creation of the global workforce means work no longer sleeps.

Communication technology has provided a vehicle for working at any time or any place.

Employees are working longer hours per week.

The lifestyles of families have changed—creating conflict.

Balancing work and life demands now surpasses job security as an employee priority.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-25

Because of the expansion of networked business to global competition, time is no longer a definable boundary of organizational activity and personnel responsibility. Managers and leaders of organizations must shoulder the responsibility to help employees to balance work and life roles to ensure they remain effective and viable members of the team. Lacking such concern by leaders and managers can allow employees to believe they must work twenty-four hours a day to cover global time. This can lead to personnel burn-out, ineffectiveness, and dissatisfied employees.

25

Identify the Challenges and Opportunities of OB Concepts

Creating a Positive Work Environment

Organizations have realized creating a positive work environment can be a competitive advantage.

Positive organizational scholarship or behavior studies what is ‘good’ about organizations.

This field of study focuses on employees’ strengths versus their limitations as employees share situations in which they performed at their personal best.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-26

Creating a positive work environment has been found to be a basis for employee satisfaction, increased productivity, and longevity of skilled personnel. Responsibility for positive work environments is not a part of traditional management practice but as the work environment has changed in terms of characteristics and behaviors of younger generations the focus on making work a good place to be is important to success.

26

Identify the Challenges and Opportunities of OB Concepts

Improving Ethical Behavior

Ethical dilemmas are situations in which an individual is required to define right and wrong conduct.

Good ethical behavior is not so easily defined.

Organizations are distributing codes of ethics to guide employees through ethical dilemmas.

Managers need to create an ethically healthy climate.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 7

1-27

Increased scrutiny by society and governmental entities has increased business concern with ethical behavior. Lapses in ethical behavior have resulted in everything ranging from public sanctions against businesses to legal penalties against a firm and its managers. Manager and leaders must focus on leading by example what constitutes appropriate ethical behavior by the organization and its people.

27

Three Levels of Analysis in This Book’s OB Model

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

Exhibit 1-4

1-28

This book proposes three types of variables, inputs, processes, and outcomes, at three levels of analysis, individual, group, and organizational.

The model proceeds from left to right, with inputs leading to processes, and processes leading to outcomes.

Notice that the model also shows that outcomes can influence inputs in the future.

 

28

Three Levels of Analysis in This Book’s OB Model

Inputs

Inputs are the variables like personality, group structure, and organizational culture that lead to processes.

Group structure, roles, and team responsibilities are typically assigned immediately before or after a group is formed.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-29

 

 

Inputs are factors that exist in advance of the employment relationships. For example, individual diversity characteristics, personality, and values are shaped by a combination of an individual’s genetic inheritance and childhood environment. Group structure, roles, and team responsibilities are typically assigned immediately before or after a group is formed.

Finally, organizational structure and culture are usually the result of years of development and change as the organization adapts to its environment and builds up customs and norms.

29

Three Levels of Analysis in This Book’s OB Model

Processes

If inputs are like the nouns in organizational behavior, processes are like verbs.

Processes are actions that individuals, groups, and organizations engage in as a result of inputs and that lead to certain outcomes.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-30

 

 

Processes are actions that individuals, groups, and organizations engage in as a result of inputs and that lead to certain outcomes.

At the individual level, processes include emotions and moods, motivation, perception, and decision-making.

At the group level, they include communication, leadership, power and politics, and conflict and negotiation.

Finally, at the organizational level, processes include human resource management and change practices.

30

Three Levels of Analysis in This Book’s OB Model

Outcomes

Outcomes are the key variables that you want to explain or predict, and that are affected by some other variables.

 

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-31

 

 

Scholars have emphasized individual-level outcomes like attitudes and satisfaction, task performance, citizenship behavior, and withdrawal behavior.

At the group level, cohesion and functioning are the dependent variables.

Finally, at the organizational level we look at overall profitability and survival. Because these outcomes will be covered in all the chapters, we’ll briefly discuss each here so you can understand what the “goal” of OB will be.

31

Variables of Interest

Attitudes and stress

Employee attitudes are the evaluations employees make, ranging from positive to negative, about objects, people, or events.

Stress is an unpleasant psychological process that occurs in response to environmental pressures.

Task performance

The combination of effectiveness and efficiency at doing your core job tasks is a reflection of your level of task performance.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-32

The belief that satisfied employees are more productive than dissatisfied employees has been a basic tenet among managers for years, though only now has research begun to support. Some people might think that influencing employee attitudes and stress is purely soft stuff, and not the business of serious managers, but as we will show, attitudes often have behavioral consequences that directly relate to organizational effectiveness.

 

Task performance is the most important human output contributing to organizational effectiveness, so in every chapter we devote considerable time to detailing how task performance is affected by the topic in question.

32

Variables of Interest

Citizenship behavior

The discretionary behavior that is not part of an employee’s formal job requirements, and that contributes to the psychological and social environment of the workplace, is called citizenship behavior.

Withdrawal behavior

Withdrawal behavior is the set of actions that employees take to separate themselves from the organization.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-33

In today’s dynamic workplace, where tasks are increasingly performed by teams and flexibility is critical, employees who engage in “good citizenship” behaviors help others on their team, volunteer for extra work, avoid unnecessary conflicts, respect the spirit as well as the letter of rules and regulations, and gracefully tolerate occasional work-related impositions and nuisances.

 

Employee withdrawal can have a very negative effect on an organization. The cost of employee turnover alone has been estimated to run into the thousands of dollars, even for entry-level positions. Absenteeism also costs organizations significant amounts of money and time every year. For instance, a recent survey found the average direct cost to U.S. employers of unscheduled absences is 8.7 percent of payroll.

 

33

Variables of Interest

Group cohesion

Group cohesion is the extent to which members of a group support and validate one another at work.

Group functioning

Group functioning refers to the quantity and quality of a group’s work output.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-34

When employees trust one another, seek common goals, and work together to achieve these common ends, the group is cohesive; when employees are divided among themselves in terms of what they want to achieve and have little loyalty to one another, the group is not cohesive. And the greater the group’s cohesion, the greater is the effect of Group functioning that leads to effective outcomes with satisfying impact on group members.

34

Variables of Interest

Productivity

An organization is productive if it achieves its goals by transforming inputs into outputs at the lowest cost. This requires both effectiveness and efficiency.

Survival

The final outcome we will consider is organizational survival, which is simply evidence that the organization is able to exist and grow over the long term.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-35

Popular measures of organizational efficiency include return on investment, profit per dollar of sales, and output per hour of labor. Service organizations must include customer needs and requirements in assessing their effectiveness. These measures of productivity are affected by the behaviors of managers, employees, and supervisors. And, increased productivity leads to the ultimate goal of most organizations the survival of the firm.

35

Variables of Interest

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

 

LO 8

1-36

Insert Exhibit 1.5

As you can seen in Exhibit 1-5, we will deal with inputs, processes, and outcomes at all three levels of analysis, but we group the chapters as shown here to correspond with the typical ways that research has been done in these areas.

36

Managerial Summary

Organizational behavior uses systematic study to improve predictions of behavior over intuition alone.

Because people are different, we need to look at OB in a contingency framework, using situational variables to explain cause-and-effect relationships.

Organizational behavior offers specific insights to improve a manager’s people skills.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-37

This first chapter has tried to provide a firm foundation that will be the basis for the study, acquisition, and application of concepts and practices to make the young professional more successful in productivity, job satisfaction, and career development. The importance of a systematic study of OB has shown that it can improve predictability of behavior, It’s not prefect, but it provides excellent roadmaps to guide managers and leaders. These studies help to ensure that contingencies are placed to better understand people’s behaviors and how to influence them for the success of the person and the organization.

37

Managerial Summary

It helps managers to see the value of workforce diversity and practices that may need to be changed in different countries.

It can improve quality and employee productivity by showing managers how to empower their people, and help employees balance work–life conflicts.

It can help managers cope in a world of temporariness and learn how to stimulate innovation.

Finally, OB can guide managers in creating an ethically healthy work climate.

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

1-38

OB helps managers see the value of the workforce and its individual characteristics. It can improve the quality and productivity of employees to increase satisfaction for employees in balancing work-life conflicts. With the temporary nature of the operation al environment, OB concepts can aid managers and leaders to cope with the ambiguity and uncertainty of the rapid changes.

38

Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

 

Copyright © 2013 Pearson Education, Inc.   publishing as Prentice Hall

1-39

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

 

39

 
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HR Discussion Question

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Read “Application Case 13-1: Dunkin’ Donuts and Domino’s Pizza: Training for Quality and Hustle” and answer the following questions.

 

  1. What are the strengths and shortcomings of a decentralized approach to training managers and hourly employees? Discuss.
  2. Develop a plan for determining the training needs of the hourly paid staff of a Domino’s pizza franchise.

In your opinion, why was the turnover rate among management trainees in Dunkin’ Donuts’ centralized program so high

 
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Case Study: Wal-Mart Stores In 2003

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Please read the requirements clearly. It is about drawing a strategic coherence map for Wal-Mart. not a paper.

the article link: http://jessicajacovino.weebly.com/uploads/1/0/4/3/10437613/final_case.pdf

 

Case #1 Wal-Mart—“strategic coherence” map

 

The Porter (1996) Harvard Business Review article (“What is Strategy”) provides a graphical description of Southwest Airlines’ activity system, showing coherence in its strategy. Draw a similar strategic coherence map for Wal-Mart. Think carefully about how all of Wal-Mart’s details in their activity system are complementary and reinforcing for their overall business-level strategy. Identify, graphically, which activities are major and which are minor, and link together activities that reinforce each other to a substantial degree.

 
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For A-Plus Writer Only

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Is this unlawful discrimination?

 

This week, read the situations on pages 56–59 of Nkomo, Fottler, and McAfee, and select one you would like to address for this week’s Discussion.

 

For your Discussion this week, review the situation you chose from the Chapter 17 exercise in Nkomo, Fottler, and McAfee.

 

Post by Wednesday 7-20-16 a 3-paragraph description and judgment of the case you selected. In your description include the key facts of the case, the equal opportunity laws that apply to the case and why those laws apply, and the decision the court must make in the case. Provide an explanation of how you would decide the case if you were the judge and the reason for your decision.

 

Support your work with specific citations from the Learning Resources. You are allowed to draw from additional sources to support your argument, but you must cite using APA standards. All quoted material must be identified, cited, and referenced per APA standards.

 
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Your Boss Is The Director Of Medical Records At A Large Academic Medical Center. He Is Finding It Difficult To Monitor The Ongoing Legislative And Policy Changes Related To Health Information Management. He Has Asked That You Do The Following: 1) Visit

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HA410 Unit 7 Assignment
Unit outcomes addressed in this Assignment:

● Identify significant standards for healthcare documentation.
● Understand important factors involved in regulations pertaining to paper and electronic health records.

Course outcomes addressed in this Assignment:
HS410-4: Compare standards and regulations for healthcare documentation.

Instructions:
Your boss is the Director of Medical Records at a large academic medical center. He is finding it difficult to monitor the ongoing legislative and policy changes related to Health Information Management. He has asked that you do the following:

1) Visit the AHIMA website (www.ahima,org) and visit the “Advocacy and Public Policy” tab.

2) From there, visit both the “Legislation” and “News and Alerts” menu options.

3) Prepare two pages report highlighting the two most important items your boss should be aware of.

4) Recommend a course of action for each.

 

Paper should be 600- 800 words length, strictly on topic, informative, and original with 2-3 scholar referencess. No repeatation of words. Please use and read the attached document and follow all the instructions and use the grading rubrics below to do this assignment.

 

NO PHARGIARIAM!!

 

Unit 7 Assignment Grading Rubrics:

 

Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements Points possible Points earned by student
Student understands issues related to health information management. 0-40
Student can assess policy and news items impact health information management. 0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management. 0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed. 0-30
Total (Sum of all points) 150 0
*Writing Deductions (Maximum 30% from points earned):
Grammar/Punctuation/Spelling: 30%
Order of Ideas/Length requirement (if applicable): 30%
Format 10%
*Source citations 30%
Late Submission Deduction: (refer to Syllabus for late policy)
Adjusted total points 0
*If sources are not cited and work is plagiarized, grade is an automatic zero and further action may take place in accordance with the Academic Integrity Policy as described in the university catalog. Final Percentage 0%
Feedback:

 

Unit 7 Assignment Rubric
Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements Points possible Points earned by student
Student understands issues related to health information management. 0-40
Student can assess policy and news items impact health information management. 0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management. 0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed. 0-30
Total (Sum of all points) 150 0
*Writing Deductions (Maximum 30% from points earned):
Grammar/Punctuation/Spelling: 30%
Order of Ideas/Length requirement (if applicable): 30%
Format 10%
*Source citations 30%
Late Submission Deduction: (refer to Syllabus for late policy)
Adjusted total points 0
*If sources are not cited and work is plagiarized, grade is an automatic zero and further action may take place in accordance with the Academic Integrity Policy as described in the university catalog. Final Percentage 0%
Feedback:
 
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Need Help In MAN 388 Case Study

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Portfolio_Assignment.jpgFinal Assessment

Due by Saturday, 11:59 p.m. (MT) end of Week 4 (165 pts)

Previous versions of The Wedding Case Study should be revised and included with the final sections found in chapters 7 and 8.  Submit as one, final document.  The final document should be 5-7 pages in length.

 

CASE QUESTIONS

1.Using the schedule from Chapter 5, estimate the cost for each activity,

2.Determine the total budgeted cost for the project.

3.Prepare a budgeted cost by period table (similar to Figure 7.5) and a cumulative budgeted cost (CBC) curve (similar to Figure 7.6) for the project.

 

CASE QUESTIONS

1.Identify at least four risks that could jeopardize the wedding.

2.Create a risk assessment matrix including a response plan for each of the risks.

 

CASE STUDY 2: The Wedding

Tony and Peggy Sue graduated from a university in Texas last May. She received a degree in elementary education, and he graduated from the culinary school. They both now work in the Dallas area. Peggy Sue teaches, and Tony is a chef at a resort hotel restaurant.It is Christmas Day and Tony asks Peggy Sue to get marry him. She excitedly accepts. They set a wedding date of June 30.Tony is from New York City. He is the only son of “Big Tony” and Carmella. He is known as “Little Tony” to his family. He has three younger sisters, none of whom are yet married. The family owns a restaurant called Big Tony’s, and all four children have worked in the restaurant since they were young. They have a large extended family with many relatives, most of whom live in New York City. They also have many friends in the neighborhood.Peggy Sue is from Cornfield, Nebraska. She is the youngest of four sisters. She and her sisters worked on the family farm when they were young. Her father passed away several years ago. Her mother, Mildred, now lives alone in the family farmhouse and leases the farmland to a neighboring farmer. Peggy Sue’s sisters all married local men and all live in Cornfield. All of their weddings were small (about 50 people), simple, and pretty much the same. Mildred has the wedding plans down to almost a standard operating procedure—9:00 A.M. ceremony at the small church, followed by a buffet brunch in the church hall, and that is about it. They really could not afford much more elaborate weddings because the income from the farm had been pretty meager. Peggy Sue’s sisters did not go to college, and she had to take out loans to pay for her college expenses.Tony and Peggy Sue decide to call home and announce the good news about their engagement and the forthcoming wedding.Tony calls home and tells his mom, Carmella, the news. She replies, “That’s great, honey! I’ve been waiting for this day. I can’t believe my little baby is getting married. I’m so excited. We’re going to have the biggest, best wedding ever. All our friends and family will come to celebrate. We’ll probably have 300 people. And, of course, we’ll have the reception at our restaurant; the banquet room should be big enough. I’ll tell your cousin Vinnie that you want him to be best man. You grew up together, although you haven’t seen much of each other since you went off to college in Texas. I’ll call Aunt Lucy as soon as we’re done talking and tell her that we want her little Maria and Teresa to be flower girls and little Nicky to be ring bearer. And, oh, I almost forgot the most important thing—your sisters, they’ll all be bridesmaids. I already know what color their gowns will be—a deep rose; they’ll be gorgeous. And sweetie, I didn’t ask your papa yet, but I know he’ll agree with me—on Monday, I’m going to call my friend Francine, the travel agent, and get two tickets for you for a two-week honeymoon in Italy. You’ve never been there, and you must go. It will be a gift from your papa and me. And tell Peggy Lee or Peggy Susie or whatever congratulations. We are so happy for both of you. It’s your wedding, and I don’t want to interfere. I’ll just be here to help. You know what I’m saying. So, my little Tony, whatever you want me to do, you just tell me. And one more thing, I’ll see Father Frank after Mass on Sunday and tell him to mark his calendar already for a two o’clock ceremony on June 30. Goodbye, my big boy. I’ll tell Papa you called. And I can’t wait to start telling everybody to get ready to party on June 30.”Peggy Sue also calls her mom to tell her the news about the upcoming wedding. Mildred responds, “That’s wonderful, dear. I’m glad you’re finally getting married. You waited so long with going off to college and everything. I’ll start getting everything ready. I know how to do this in my sleep by now. I’ll mention it to Reverend Johnson after Sunday service. I’ll tell your sisters to expect to be bridesmaids again in keeping with the family tradition. I guess Holley will be the matron of honor; it’s her turn. By the way, she’s expecting her third child probably right around the same time as your wedding, but I don’t think that will matter. Well, I guess pretty soon you’ll be having babies of your own, like all your sisters. I’m glad you are finally settling down. You should really be thinking about moving back home, now that you are done with college. I saw Emma Miller, your second-grade teacher, at the grocery store the other day. She told me she is retiring. I told her you would be excited to hear that and probably want to apply for her job.”“She said she didn’t think they would have too many people applying so you would have a good chance. You could move in with me. The house is so big and lonely. There is plenty of room, and I can help you watch your babies. And your boyfriend, Tony—isn’t he a cook or something? I’m sure he could probably get a job at the diner in town. Oh dear, I’m so happy. I’ve been praying that you would come back ever since you left. I’ll tell all your sisters the news when they all come over for family dinner tonight. It won’t be long before we’re all together again. Goodbye, my dear, and you be careful in that big city.”Tony and Peggy Sue start discussing their wedding. They decide they want a big wedding—with their families and friends, including a lot of their college friends. They want an outdoor ceremony and outdoor reception, including plenty of food, music, and dancing into the night. They are not sure how much it will cost, though, and realize Peggy Sue’s mother cannot afford to pay for the wedding, so they will have to pay for it themselves. Both Tony and Peggy Sue have college loans to pay back, but they hope that the money gifts they get from the wedding guests will be enough to pay for the wedding expenses and maybe have some left over for a honeymoon.It is now New Year’s Day, and Tony and Peggy Sue decide to sit down and start laying out the detailed plan of all the things they need to do to get ready for their wedding.

 
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Watch The Video And Answer Questions

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Watch the video: https://www.youtube.com/watch?v=Po-QOVodPhU

Answer following questions. (three to four sentences each)

1. Why does Goldberg say that we can’t rely solely on social media to network?

 

2. How is boxing like networking?

 

3. According to Goldberg, what is networking?

 

4. What is networking in your own words?

 

5. In a networking situation, what fraction of the people does Michael like? Why is that fraction significant?

 

6. What are the two different types of networking? What does each type mean?

 

7. What are the five reasons people network?

 

8. What does PEEC stand for? What does each of the four words mean?

 

9. How do you “think like a networker”?

 

10. What advice does Goldberg repeat throughout the talk (hint: it involves three questions)?

 
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Paper 11

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It is said that if you are not leading change, you are not leading. Relate this statement to planned and unplanned change as well as to one or more approaches to change previously presented in this course. Do you agree or disagree with the statement above? What life experiences influence your opinion?

  • Embed course material concepts, principles, and theories, which require supporting citations, along with at least two scholarly peer-reviewed references in supporting your answer. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references.
  • Answering all course questions is also required.
  • Use  APA style guidelines.

Required

 
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Co-Morbidities And Using Data To Manage Population Health

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Managing the quality and cost of co-morbid populations is one of the most challenging aspects of health leadership. In this Discussion, you are challenged with selecting those data which will be most helpful in the management of Medicare populations. As health information exchanges (HIEs) progress at the state, federal, and nation level, health leaders are tasked to participate in the development of analytics tools that can be used to pull data and inform policy practice.

Scenario:

Examine the CMS Chronic Conditions Triads: Prevalence and Medicare Spending spreadsheet located in your Learning Resources. Familiarize yourself with CMS data regarding chronic conditions and Medicare spending (CMS.gov), beginning with the first tab in the spreadsheet, titled Overview, that summarizes the data sources, study population chronic conditions, and socio-demographic variables involved in the data. Note that the remainder of this data set presents five years of data on various triads of chronic conditions that represent material co-morbidities studied by CMS. With the CMS development of ACO’s (accountable care organizations) there is an emphasis on managing certain chronic conditions to minimize hospital readmissions. The pro-active medical management of heart failure, specifically CHF (congestive heart failure), is a focus in trying to prevent unnecessary hospital admissions. In the medical management of this condition and associated comorbidities such as diabetes chronic kidney disease and hyperlipidemia, patients must manage both their fluid intake and maintain a rigorous regime of medication such as beta-blockers. A lack of medication compliance and or fluid management in these patients often results in repeated emergency room visits and or hospital readmissions to stabilize physiologic parameters. In this scenario assume you are an administrator of an integrated delivery network who is working with CMS on developing an ACO. Using these historical, five year data on CMS patients with comorbidities related to Heart Failure and per capita spending, you are asked to work with an IT analyst to lead the design of the functional requirements for the data warehouse. This business intelligence application will upload information from your organization to CMS as a part of the ACO. Senior leaders want to understand which HIT systems and which data within those HIT systems will be required to contribute relevant information to CMS regarding comorbidities on heart failure patients. They also want to understand the availability of those data and the level of quality of those data in the organization, as they will be key to the financial parameters set within   the ACO agreement.

Review the high volume Medicare Data Scenario. In this scenario you are asked to work with a complex dataset of co-morbidity data of patients that have three concurrent co-morbid conditions (Chronic Condition Triads: Prevalence and Medicare Spending). How can data from HIT systems be used to formulate useful information to facilitate in the management of this population?

To prepare:

  • Using the health care information systems standards for clinical and financial data discussed in Week 6 (Chapter 11 of Health Care Information Systems: A Practical Approach for Health Care Management), identify specific types of data (data sets, standards, examples of those data) that can be redeveloped into Big Data tools and used to address the management of population health initiatives.
  • Define a “Big Data” analysis dataset to include in a data warehouse by identifying two specific types of clinical and financial data from the Chronic Condition Triads: Prevalence and Medicare Spending dataset in your Learning Resources that you feel could be used to drive behavior change in the patient and provider populations. This Big Data dataset will become the focus of your Discussion.

Post:

Explain why the two specific types of clinical and financial data you selected as your Big Data dataset would best affect behavior change in the type of co-morbid Medicare populations served in the scenario. Explain and assess how this Big Data dataset can change the behaviors of health care providers in the scenario. Assuming that your Big Data dataset is going to be shared in a regional health information exchange, explain how the Centers for Medicare and Medicaid Services and private payers might use these regional data sets to increase value in delivering services to co-morbid Medicare patient populations in the region.

 
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