Recommended
More Related Content
Similar to Evidence-basedManagementMGMT7250TOPIC2Askingq.docx
Similar to Evidence-basedManagementMGMT7250TOPIC2Askingq.docx (20)
More from elbanglis
More from elbanglis (20)
Recently uploaded
Recently uploaded (20)
Evidence-basedManagementMGMT7250TOPIC2Askingq.docx
- 1. Evidence-based Management MGMT7250 TOPIC2:Askingquestionstoidentify problems&solutions Planfortheday -- Recap -- EBMinaction -- Whatisevidence,afterall? -- Commonmisconceptions -- Theimportanceofaskingquestions -- Problemidentification -- Lookingforsolutions -- ThePICOCframeworkforframingquestions ProblemDefinitionReport • Deadline:Extendedfrom16Augustto23August • EBMcasescenarios:Useasbasis,butyouneedtomakemodifications todefineyourownproblem
- 2. Whatdowemeanbystrategicchoice? • Choicebetweenalternative paths/practices/structures/strategies/actions facedwithinandbyorganizations(includingthe ‘statusquo’)thatwillhelpbestachievethe organization’sgoals • HRpractices • Marketingpractices • Organizationalstructure • Businessstrategies • Etc Evidence? • Evidencereferstoinformation,factsordata,supportingor contradictingaclaim,assumption,orhypothesis. Choiceof practice/structure/ strategy/action Presence/absenceof specificindividual, organizational, environmentalfactors Achievement/non- achievementofagoal Leadsto LeadstoClaim/ assumption: Doestheevidencesupportthisclaim?
- 3. What,accordingtotheevidence,istheimpactof afactor/strategicalternativeonachievementofa goal? Criticalthinking Descriptive/exploratory Causal Whatisthequestion? Descriptivequestiontoobserve patterns/facts(e.g.whatis,when is,howmany,towhatdegree….) Causalquestiontoexplain patterns/facts(What factors/strategicalternativescause differences inachievementof goals? Whatarethealternative answers/claimstoanswers? Alternative descriptions Alternativeexplanations/solutions What supportexistsforeach alternativeclaim? Stakeholderevidence,professional opinionandorganisational data Organisational data, scientific evidence Howgoodissupport foreach claim?
- 4. Criticalappraisal ofabovesources ofevidence Criticalappraisalofabovesources ofevidence WhatisEBPinManagement? • Practitionerexperienceand judgment • Thescientificliterature:findings fromempiricalstudiesthatare publishedinpeer-reviewed journals. • Organisationaldata,factsand figuresgatheredfroman organisation. • Stakeholderviewsandconcernsor perspectivesofpeoplewhomight beaffectedbythedecision EBM in action: CISCO and scientific evidence Case: M&A at CISCO • What works on average? • 70% or more of M&A fail to deliver • Odds against success are great • What are the conditions under which these results would hold? • Systematic examination of what went right and what went
- 5. wrong in other M&A • M&A between similar-sized companies rarely works • Works best with geographically proximate companies • Works best with culturally compatible firms • Result: • Between 1993 and 1998, it acquired one firm per quarter • Successfully ‘digested’ 57 international companies 8 EBM in action: Harrah’s and organisational evidence Experiments at Harrah’s Hotels and Casinos • Conventional wisdoms: • Rides, etc attract families to gaming venues • Building large and fancy facilities that look like Venice or Paris are the best way to attract customers • Advertising on radio and television is among the best ways to attract traffic and revenue • Increasing the ‘hold’ from slot machines will drive people out 9 EBM in action: Harrah’s and organisational evidence Experiments at Harrah’s Hotels and Casinos
- 6. • COO Gary Loveman, on leave associate prof at Harvard • Conducted a series of small experiments to examine this received wisdom • Results of experiments: • Families with small children have little time or money • Investing money on employee selection and retention and data analytics together paid off more than spending large sums on fancy facilities • Direct mail worked better than media ads • You could vary the hold, even increase it, depending on the machine’s location 10 Commonmisconceptions Commonmisconceptions • Doesn’tenablerapiddecision-makingandinnovation • Practitionerscan’tusetheirexperience- it’smostlyaboutscientific/academic evidence • Eachorganizationisunique • It’sdata-drivendecision-making • It’saboutthetruthandprovingthings
- 7. • It’saboutmakingperfectly- informeddecisionsusingallthenecessary information • GatheringtheevidencewillgiveyoutheAnswer • It’saboutnew‘cuttingedge’ideasandstudies • Experts/academicsknowallabouttheevidencesoyoujustneedtoaskt hem • It’sanacademicversuspractitionerthing EvidenceonEBM • Stilltoonewtodoreliablestudies • Butweknowfromscientificstudiesthat: • Forecastsbasedontheopinionofmanyprofessionalsismoreaccuratet han forecastsbasedononeopinion • Professionaldecisionsinformedbydataorstatisticalanalysisismore accurate • Knowledgefromscientificevidenceisoftenmoreaccuratethanprofe ssional opinion(e.g.HRexpertsviewsfromWeek1) • Decisionsbasedonmanysourcesofevidencearemoreeffective • Assessmentofdecisionsimprovesperformanceandlearning Theimportanceofaskingquestions
- 8. CriticalthinkinginEBM Descriptive/exploratory Causal Whatisthequestion? Descriptivequestiontoobserve patterns/facts(e.g.whatis,when is,howmany,towhatdegree….) Causalquestiontoexplain patterns/facts(What factors/strategicalternativescause differences inachievementof goals? Whatarethealternative answers/claimstoanswers? Alternative descriptions Alternativeexplanations/solutions What supportexistsforeach alternativeclaim? Stakeholderevidence,professional opinionandorganisational data Organisational data, scientific evidence Howgoodissupport foreach claim? Criticalappraisal ofabovesources ofevidence Criticalappraisalofabovesources ofevidence
- 9. Imagine you own a building and the tenants are complaining that the elevator is too slow and they have to wait a long time. What potential solutions could you offer them? Adapted from: Wedell-Wedellsborg,T.(2017), Areyousolvingtherightproblems?, HarvardBusinessReview,January- February Activity: Slow elevator problem 16 Activity: Slow elevator problem 17 Whyaskingissoimportant • Misdiagnosis andsolutioneering (interventionsintheabsenceofa welldefinedproblem) canbecommonproblemsinmanagement leadingtowastageinorganisations. • Ifyoudon’tasktherightquestions,youwon’tgetthemostuseful answers • Shouldbeananswerablequestion • Needtoframethequestionssothattheycanbeansweredusingevidenc
- 10. e (usingthePICOCframework) PICOC:AtooltospecifyananswerableQ • ThePICOCframeworkisamethodwecanusetohelpusframethe problemintermsoftheorganizationalcontext– • becomesveryimportantforacquisitionofevidence(Acquire)andeva luation ofevidence(appraise). • PICOCisamethodusedtodescribethefiveelementsofasearchable question. Note:Whenyousearchadatabase,theIandOelementsshouldbe usedinyoursearch. CriticalthinkinginEBM Descriptive/exploratory Causal Whatisthequestion? Descriptivequestiontoobserve patterns/facts(e.g.whatis,when is,howmany,towhatdegree….) Causalquestiontoexplain patterns/facts(What factors/strategicalternativescause differences inachievementof goals?
- 11. Whatarethealternative answers/claimstoanswers? Alternative descriptions Alternativeexplanations/solutions What supportexistsforeach alternativeclaim? Stakeholderevidence,professional opinionandorganisational data Organisational data, scientific evidence Howgoodissupport foreach claim? Criticalappraisal ofabovesources ofevidence Criticalappraisalofabovesources ofevidence PICOC Population Who? Typeofemployee,subgroup,peoplewho maybeaffectedbytheoutcome Intervention Whatorhow? Managementtechnique/method,factor, independentvariable Comparison Comparedtowhat?
- 13. PICOC • P=allorganizations • I=merger/integration • C=statusquo(i.e.nomerger/integration) • O=economiesofscale • C=backofficefunctions,healthcare,differentorganisationalculture ,unequalsize, Canadiancontext • Answerablequestion: • Whatisknowninthescientificliteratureabout • theinfluenceofdifferencesinorganisationalculture(Context) • ontheimpactoneconomiesofscale(O) • oftheintegrationofback-officefunctionsduringamerger(I) • betweentwohealthcareorganisationsofunequalsize?(Context) The“Comparison”ishidden here.How? Theprocessofaskingquestions TheCenter ofEvidence-basedManagementhas delineated4stepsinthisprocesswhichinclude asking: 1. Whatistheproblemtobeaddressedor solved? 2. Whatistheevidencefortheassumed problem? 3. Whatisthepreferredsolution?
- 14. 4. Whatistheevidenceforthepreferred solution?Otherinterventions? Typesofquestionstoask ExampleQuestionsabouteffects ExampleQuestionsaboutnon- effects Doesitwork? Doesitworkbetterthan....? Doesithaveaneffecton....? Whatisthesuccessfactorfor....? Whatisrequiredtomakeitwork...? Willitdomoregoodthanharm? Needs:Whatdopeoplewantorneed? Attitude:Whatdopeoplethinkorfeel? Experience:Whatarepeoples’ experiences? Prevalence:Howmany/oftendo people/organizations...? Procedure:Howcanweimplement...? Process:Howdoesitwork? Economics:Howmuchdoesitcost? QuestionsaboutEffects Causal& confirmatoryquestions: • Doesteam-buildingwork? • Whatarethecostsandbenefitsofself-steeringteams? • Whatarethesuccessfactorsforculturechange? • Doesmanagementdevelopmentimprovetheperformanceofmanager
- 15. s? • Doesemployeeparticipationpreventresistancetochange? • Howdoemployeesfeelabout360degreefeedback? • Whatistheeffectontaskperformanceoforganisationalcommitment? Quantitativeresearchmethods • Closedendedquestionnaires • Experimentalmethods • Structuredinterviews • Non-participantstructuredobservation • Secondarydataanalysis • Meta-analysis Questionsaboutnon-effects Descriptivequestions:arequestionsaboutquantityandfrequency, differencesandbenchmarking. • Whatistheincidenceofthereportingofhealthandsafetyincidents? Exploratoryquestions: arequestionsaboutneedsandexperiences, explorationofprocesses,procedures,dynamics. • Whatareemployees’experiencesofperformancemanagementpracti ces? Premise:therearedifferentways(methods)toacquireevidenceforthe se differenttypesofquestions.Exploratoryquestionsareaddressedmor e adequatelyusingqualitativeresearchmethods,andcausalquestions- quantitativemethods.
- 16. Qualitativeresearchmethods • Open-endedquestionnaires • Unstructuredinterviews • Semi-structuredinterviews • Focusgroups • Participantobservation Problem&solutionidentification Step1.Problemframing&identification • Whyisthisaproblem? • Whatarethesymptoms? • Whatistheeffecton theorganisationifnothingisdone? • Whydoestheproblemexistandwhatistheassumedmajorcause? • Whatistheassumedcausalmechanism? • Whoarethestakeholdersconcerned?Businessareas? • Whichofthefoursourcesofevidencehavebeenconsulted? • Whatistheevidencefortheassumedcause? Surfacingcausalassumptions • Intheframingoftheproblem,assumptionsareoftenhidden. • Oncetheproblemhasbeenidentified,itisimportanttothink aboutyourownunderstandingoftheproblem. • Doesaneffectreallyexistorisitjustpopularopinion?
- 17. • Istheassumedcauseoftheproblem,theproblemitself,and organisationalconsequencescausallyplausible? • Isthecausalmechanismplausible(linksthecause,problem, andconsequence)? Activity:Loworganisationalcommitment(1) • Anorganization’sannualstaffclimatesurveyfoundthatlevelsof organizationalcommitmentwerelow. • Managerswereconcernedthatthisexplainedsomeoftheobserved lowperformanceandahigherlevelsofabsenteeismamongstaff. Activity:Loworganisationalcommitment(2) ?Cause Lowcommitment ? Organisational consequences Purpose:Thepurposeofthisactivityistosurfaceassumptionslinking assumed cause(s)toanassumedproblem,anditsoutcomes Instructions:Surfaceyourassumptionsandideasaboutpotentialcaus esand consequences,aretheythesameasmanagement’s? Skilldevelopment:Meta- cognitiveskills,criticalthinking,asking,causalreasoning, communicationskills.
- 18. Step2.Theevidencefortheassumedcause oftheproblem • Consultfoursourcesofevidenceandgaugesupportforassumed problemandcause. üStartwithprofessionalevidence– yourownandconsultexperts üThenconsultorganisationaldata üScientificevidence üAffectedstakeholders • Arethereanyrelevanttheoriesthatcanprovideinsightsespeciallyin relationtothecausalmechanisms? • Ifwewereinterestedinunderstandingcausesoflowjobcommitmentw emay turntopsychologicalcontracttheory. Questions:Organisationalcommitment Professionalevidence • HaveI/weseenorganizational commitmentproblemsbefore? Whathappened? • Basedonourexperience,isthe leveloforganizational commitmentthereaproblem? • WhatdoI/webelieveaboutcauses ofloworganizational commitment? • Howrelevantandapplicableand trustworthyismy/ourexpertise? Organisationalevidence • Whatactuallyistheorganizational commitmentlevel?
- 19. • Aretherepatternsortrendsin commitment? • Dodatashowhoworganizational commitmentisaproblem? • Dodatashowthatloworganizational commitmentiscausingproblems? • Howrelevantandapplicableand trustworthyareourorganizational data? Questions:Organisationalcommitment Scientificevidence • Whataretheaverageratesoforganizational commitmentinmysectorandlocation– is thelevelhere‘low’? • Whatdoesresearchevidencesuggestarethe causesofloworganizationalcommitment? • Whatdoesresearchevidencesuggestarethe consequencesofloworganizational commitment? • Howrelevantandapplicableandtrustworthy arethescientificfindings? Otherquestions • Aretherevalidandreliable measuresofcommitment? • Iscommitmentdifferentfrom previousconcepts(e.g., satisfaction,engagement)? • Aregeneralclaimsmadeaboutthe
- 20. importanceandroleof commitmentreasonableand accurategiventhescientific evidence? Questions:Organisationalcommitment Stakeholderevidence • Howdoemployeesfeelaboutandviewthe organizationalcommitment‘problem’? • Dotheythinkloworganizationalcommitment hasnegativeconsequences? • Whatdomanagersthinkabouttheproblem? • Docustomersorclientsorserviceusershave aview? • Howrelevantandapplicableandtrustworthy arestakeholderconcernsevidence? Canyouclassifythe typesofquestions asked? Step3.Identifyingsolutions • Whatisthepreferredsolution? • Isthisfeasible? • Whereistheevidencetosupportit?
- 22. Professionalevidence • HaveI/weseeninterventionsto increaseorganizationalcommitment before?Whathappened? • WhatdoI/webelieveabout organizationalcommitment interventions? • Basedonourexperience,isthelevel oforganizationalcommitmentherea problem?Whatarecosts&benefits ofintervening? • Howrelevantandapplicableand trustworthyismy/ourexpertise? Organisationalevidence • Whatattemptstoenhanceorganizational commitmentarecurrentlyinplaceand aretheyworking? • Whatelseishappeningthatmightbe affectingorganizationalcommitment? • Arethererelationshipsbetween organizationalcommitmentandother
- 23. data?Employeetype?Shift? Department? • Howrelevantandapplicableand trustworthyareourorganizationaldata? Step4.Consultingthefoursources(2) Scientificevidence • Whatdoesresearchevidencefrom systematicreviewssuggestaremajor causesofloworganizational commitment? • Whatdoesresearchevidencefrom systematicreviewssuggestas effectiveinterventionstoincrease organizationalcommitment? • Howrelevantandapplicableand trustworthyarethescientific findings? Stakeholderevidence • Howdoemployeesfeelaboutand
- 24. viewthesolutions? • Whatdomanagersthinkaboutthe solutions? • Whatalternativeexplanationsand proposedsolutionsdoothers have? • Howrelevantandapplicableand trustworthyarestakeholder concernsevidence? ProblemDefinitionReport • Due: 16August2019viaWattleTurnitin facilityby23.59 (Therewillbe nopenaltytill19August,00:00) • Weight: 30% • ProblemDefinitionReport • Forthisreport,pleaseselectatopicthatisofinteresttoyouandanorgan isationofyourchoice.Ideallythereportwill providesomeuseful insightsandrecommendationstotheorganization.
- 25. • ThistopicwillformthebasisoftheCATApplicationReport thatcontributestothesummativeassessmentforthiscourse.Rememb eryou canchangethetopicforthefinalCATApplicationReport,thoughthisi snotrecommendedsinceyouwillbeduplicatingworkifyouchange yourtopic--sochooseyourtopicwisely. • Instructions: Identifyacomplexorganisationalissueorproblem.Writeareportofn omorethan500wordsdescribingtheprobleminthe followingterms: • 1.Definetheproblemincludingbriefbackgroundandcontext • 2.Justifytheproblem.Whyisitrelevant/importanttotheorganisation ? • 3.Formulatequestionsaboutthe causesoftheproblem thatarebestansweredusingscientificevidence • 4.Formulatequestionsabout potentialsolutionstotheproblem thatarebestansweredusingscientificevidence
- 26. Rubric Detail Select Grid View or List View to change the rubric's layout. Content Name: NURS_6501_Week11_Discussion_Rubric · Grid View · List View Outstanding Performance Excellent Performance Competent Performance Proficient Performance Room for Improvement Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. Points Range: 44 (44%) - 44 (44%) Thoroughly responds to the discussion question(s) is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. supported by at least 3 current, credible sources Points Range: 40 (40%) - 43 (43%)
- 27. Responds to the discussion question(s) is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 75% of post has exceptional depth and breadth supported by at least 3 credible references Points Range: 35 (35%) - 39 (39%) Responds to most of the discussion question(s) is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of post has exceptional depth and breadth supported by at least 3 credible references Points Range: 31 (31%) - 34 (34%) Responds to some of the discussion question(s) one to two criteria are not addressed or are superficially addressed is somewhat lacking reflection and critical analysis and
- 28. synthesis somewhat represents knowledge gained from the course readings for the module. post is cited with fewer than 2 credible references Points Range: 0 (0%) - 30 (30%) Does not respond to the discussion question(s) lacks depth or superficially addresses criteria lacks reflection and critical analysis and synthesis does not represent knowledge gained from the course readings for the module. contains only 1 or no credible references Main Posting: Writing Points Range: 6 (6%) - 6 (6%) Written clearly and concisely Contains no grammatical or spelling errors Fully adheres to current APA manual writing rules and style
- 29. Points Range: 5.5 (5.5%) - 5.5 (5.5%) Written clearly and concisely May contain one or no grammatical or spelling error Adheres to current APA manual writing rules and style Points Range: 5 (5%) - 5 (5%) Written concisely May contain one to two grammatical or spelling error Adheres to current APA manual writing rules and style Points Range: 4.5 (4.5%) - 4.5 (4.5%) Written somewhat concisely May contain more than two spelling or grammatical errors Contains some APA formatting errors Points Range: 0 (0%) - 4 (4%) Not written clearly or concisely Contains more than two spelling or grammatical errors Does not adhere to current APA manual writing rules and style Main Posting:
- 30. Timely and full participation Points Range: 10 (10%) - 10 (10%) Meets requirements for timely and full participation posts main discussion by due date Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) Does not meet requirement for full participation First Response: Post to colleague's main post that is reflective and justified with credible sources. Points Range: 9 (9%) - 9 (9%) Response exhibits critical thinking and application to practice settings responds to questions posed by faculty the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
- 31. Points Range: 8.5 (8.5%) - 8.5 (8.5%) Response exhibits critical thinking and application to practice settings Points Range: 7.5 (7.5%) - 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting Points Range: 6.5 (6.5%) - 7 (7%) Response is on topic, may have some depth Points Range: 0 (0%) - 6 (6%) Response may not be on topic, lacks depth First Response: Writing Points Range: 6 (6%) - 6 (6%) Communication is professional and respectful to colleagues Response to faculty questions are fully answered if posed Provides clear, concise opinions and ideas that are supported by two or more credible sources Response is effectively written in Standard Edited English Points Range: 5.5 (5.5%) - 5.5 (5.5%) Communication is professional and respectful to colleagues Response to faculty questions are answered if posed
- 32. Provides clear, concise opinions and ideas that are supported by two or more credible sources Response is effectively written in Standard Edited English Points Range: 5 (5%) - 5 (5%) Communication is mostly professional and respectful to colleagues Response to faculty questions are mostly answered if posed Provides opinions and ideas that are supported by few credible sources Response is written in Standard Edited English Points Range: 4.5 (4.5%) - 4.5 (4.5%) Responses posted in the discussion may lack effective professional communication Response to faculty questions are somewhat answered if posed Few or no credible sources are cited Points Range: 0 (0%) - 4 (4%) Responses posted in the discussion lack effective
- 33. Response to faculty questions are missing No credible sources are cited First Response: Timely and full participation Points Range: 5 (5%) - 5 (5%) Meets requirements for timely and full participation posts by due date Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) Does not meet requirement for full participation Second Response: Post to colleague's main post that is reflective and justified with credible sources. Points Range: 9 (9%) - 9 (9%) Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty the use of scholarly sources to support ideas demonstrates
- 34. synthesis and understanding of learning objectives Points Range: 8.5 (8.5%) - 8.5 (8.5%) Response exhibits critical thinking and application to practice settings Points Range: 7.5 (7.5%) - 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting Points Range: 6.5 (6.5%) - 7 (7%) Response is on topic, may have some depth Points Range: 0 (0%) - 6 (6%) Response may not be on topic, lacks depth Second Response: Writing Points Range: 6 (6%) - 6 (6%) Communication is professional and respectful to colleagues Response to faculty questions are fully answered if posed Provides clear, concise opinions and ideas that are supported by two or more credible sources Response is effectively written in Standard Edited English Points Range: 5.5 (5.5%) - 5.5 (5.5%) Communication is professional and respectful to colleagues
- 35. Response to faculty questions are answered if posed Provides clear, concise opinions and ideas that are supported by two or more credible sources Response is effectively written in Standard Edited English Points Range: 5 (5%) - 5 (5%) Communication is mostly professional and respectful to colleagues Response to faculty questions are mostly answered if posed Provides opinions and ideas that are supported by few credible sources Response is written in Standard Edited English Points Range: 4.5 (4.5%) - 4.5 (4.5%) Responses posted in the discussion may lack effective professional communication Response to faculty questions are somewhat answered if posed Few or no credible sources are cited Points Range: 0 (0%) - 4 (4%) Responses posted in the discussion lack effective
- 36. Response to faculty questions are missing No credible sources are cited Second Response: Timely and full participation Points Range: 5 (5%) - 5 (5%) Meets requirements for timely and full participation Posts by due date Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) NA Points Range: 0 (0%) - 0 (0%) Does not meet requirement for full participation Total Points: 100 Name: NURS_6501_Week11_Discussion_Rubric Required Readings Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
- 37. · Chapter 32, “Structure and Function of the Reproductive Systems” This chapter establishes a foundation for examining alterations of reproductive systems by examining the female and male reproductive systems. It covers the development of both reproductive systems and effects of aging on the systems. · Chapter 33, “Alterations of the Female Reproductive System This chapter covers alterations of the female reproductive systems. It also explores the epidemiology, clinical manifestations, evaluation, and treatment of sexually transmitted infections. · Chapter 34, “Alterations of the Male Reproductive System” This chapter covers alterations of the male reproductive systems. It also explores the epidemiology, clinical manifestations, evaluation, and treatment of sexually transmitted infections. Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.
- 38. · Chapter 22, “Disorders of the Female Reproductive Tract” This chapter reviews the normal structure and function of the female reproductive tract. It then examines disorders specific to the female reproductive tract such as menstrual disorders and infertility. · Chapter 23, “Disorders of the Male Reproductive Tract” This chapter reviews the normal structure and function of the male reproductive tract. It then explores disorders specific to the male reproductive tract such as male infertility and benign prostatic hyperplasia. Required Media Laureate Education, Inc. (Executive Producer). (2012b). Final course review. Baltimore, MD: Author. Evidence-based Management Case Scenario’s For those students who cannot find their own topics, these four options are provided to be used as a EXAMPLES for the development of your own problem. If you do choose to use one of these subjects, you will be required to make changes to the problem to make it your own.
- 39. The same topic may be used for the entire course. Remember you can choose your own topic if you prefer. Option 1 You are the CEO of an Australian company that operates a chain of health food stores. Established five years ago, the company currently operates in Sydney only, and has been very profitable. You have 10 stores. Even though you are profitable, growth has stalled. Your top line revenue is flat, and you are unsure of how to continue to grow the company in order to satisfy your Board and investors, who would like to see 5% growth annually. The top management team feels that the profits should be used to fund geographic expansion to Melbourne and Brisbane. For the CEO, the decision is intimidating. She is not entirely certain if geographic diversification would be a good path to growth for her company. In particular, she is not sure what successful geographic diversification would involve and whether her firm can create the conditions necessary for this to work. You are a consultant who has been asked by the CEO to advised her on this problem. Option 2 1. Imagine you are hired as an evidence-based consultant by a
- 40. very large Australian retail firm (30,000 employees). 2. The leader of the HR department stated “There are problems with long-term absences, including our staff repeatedly not providing medical certificates when they call in sick. These absences have steadily increased over the past two years.” 3. The average unscheduled absence for the retail arms is 15 days and 10 days in the distribution arms (they are entitled to 15 and 10 days respectively) 4. The central human resources (HR) function has people located in every capital city. Option 3 You are the Vice-Chancellor and President of a large Australian University. Diversity and inclusion are important values to the university, and many policies exist to ensure racial, cultural, and gender diversity, including a focus on LGBTI support. It has come to your attention that the transgender population in Australia is much larger than previously thought, and that many transgenders exists in the student population, faculty and staff. Your leadership team believes that ensuring support for this population is important for the university. However, you are unsure of how big the issue is and how support for this population would be demonstrated. You’ve heard a rumor that
- 41. transgender students might be experiencing bullying. Option 4 You are the leader of the engineering department of a large gas distribution utility. You are losing 5%of your 25-35-year-old engineers each year, a sharp increase, and have a hunch that it may be because your baby-boomer leaders do not understand how to lead millennials. You are considering a leadership development program but want to be certain this is the issue before investing money in a solution.