Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
ATTRIBUTES AND EVALUATION OF DISCUSSION CONTRIBUTIONSDue Date E.docxcelenarouzie
ATTRIBUTES AND EVALUATION OF DISCUSSION CONTRIBUTIONS
Due Date: End of weekly
Percentage of Course Grade: 20%.
Learner Guidelines for Evaluation of Discussion Contributions
All discussion contributions will be read by your instructor each week. The instructor will provide feedback to you regarding your discussion postings. Expecting that every discussion posting and response contain all of the attributes of an exemplary discussion posting is setting a high standard for both you and the instructor. This level of high performance is the standard expected of graduate learners at Capella.
Attributes of an Exemplary Discussion Contribution or Response:
1. The discussion contribution or response clearly addresses the content issue(s) presented by the question.
2. The discussion contribution or response includes the appropriate level(s) of critical analysis.
3. The discussion contribution or response includes pertinent course and disciplinary concepts, theories, or materials, and applies them correctly.
4. The discussion contribution or response provides validation and support by including relevant examples and supporting evidence, as appropriate.
5. The discussion contribution or response stimulates fellow learners to clarify, extend, and strengthen their dialogue.
6. The discussion contribution or response is concise, clearly organized, and well structured.
7. The discussion contribution or response uses grammar, usage, and mechanics expected of graduate level composition and expression.
8. All citations and references adhere to APA 6th edition style.
9. The discussion contribution or response fosters collaboration with fellow learners and communicates in a manner that respects the dignity and integrity of fellow learners and the instructor.
10. The discussion response meaningfully supplements and extends consideration of the topic by including one of more of the following: new information, questions, constructive or corrective feedback, or alternative viewpoints.
For additional details regarding discussion participation and contributions, please consult the Professional Communications and Writing Guide.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Publ.
Age group is Adolescent 13-18The Integrating the Field of Develo.docxdaniahendric
Age group is Adolescent 13-18
The Integrating the Field of Developmental Psychology: A Review of the Literature
· Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least five scholarly sources in addition to the course text.
· The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
· Must document all sources in APA style as outlined in the Ashford Writing Center.
· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs. Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).
In your paper,
· Examine the physical changes associated with the selected developmental stage.
· Examine the cognitive changes associated with the selected developmental stage.
· Examine the emotional changes associated with the selected developmental stage.
· Examine the social changes associated with the selected developmental stage.
· Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.
· Integrate developmental and environmental factors into an assessment of developmental needs.
· Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.
· Propose solutions for areas not addressed by the theory.
· Analyze the ethical considerations for research and practice with the selected developmental stage.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and F ...
Week 5 Disease Process Presentation Assignment - Part 2 PLEASE .docxhelzerpatrina
Week 5: Disease Process Presentation Assignment - Part 2
PLEASE USE SOME OF THE SOURCES FROM PART 1
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
1. Develop professional presentation/communication skills.
2. Link development of presenting signs and symptoms of disease (HISTOPLASMOSIS) to changes to tissue, organ and system functioning. (CO 3)
3. Describe how the disease (HISTOPLASMOSIS) is diagnosed (CO 1, 2)
4. Describe pharmacological and non-pharmacological interventions for disease (HISTOPLASMOSIS) management (CO 4)
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Requirements:
Content Criteria:
1. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease (HISTOPLASMOSIS).
2. Provide a brief description of how the disease (HISTOPLASMOSIS) is diagnosed.
3. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease (HISTOPLASMOSIS).
4. Summarizes the disease (HISTOPLASMOSIS) on the final slide with concluding remarks; includes implication for nurse practitioner practice.
5. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.
6. Reference slide and in-text citations depict references correctly cited according to APA 6TH EDITION (PLEASE INCLUDE DOI).
Format Criteria:
1. The presentation should include a PowerPoint presentation that contains detailed speaker notes.
2. The presentation contain main heading slides that address the assignment criteria listed above.
3. The presentation should contain appropriate evidence to support the information presented per APA format.
4. Slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs
5. The presentation should contain a reference slide with all sources written in APA format
Technology Requirements
The instructions for using Kaltura are located under Resources.
PowerPoint Tips to ensure a professional and organized presentation:
1. All font types, size, and color should be the same throughout the presentation
2. The Title slide should contain: student name, course, professor and title of the presentation
3. Avoid putting too much information in the slides. Use bullets to highlight main points and then use speaker notes to provide more specifics related to the slide content
4. The use of pictures and figures are encouraged, howev ...
ATTRIBUTES AND EVALUATION OF DISCUSSION CONTRIBUTIONSDue Date E.docxcelenarouzie
ATTRIBUTES AND EVALUATION OF DISCUSSION CONTRIBUTIONS
Due Date: End of weekly
Percentage of Course Grade: 20%.
Learner Guidelines for Evaluation of Discussion Contributions
All discussion contributions will be read by your instructor each week. The instructor will provide feedback to you regarding your discussion postings. Expecting that every discussion posting and response contain all of the attributes of an exemplary discussion posting is setting a high standard for both you and the instructor. This level of high performance is the standard expected of graduate learners at Capella.
Attributes of an Exemplary Discussion Contribution or Response:
1. The discussion contribution or response clearly addresses the content issue(s) presented by the question.
2. The discussion contribution or response includes the appropriate level(s) of critical analysis.
3. The discussion contribution or response includes pertinent course and disciplinary concepts, theories, or materials, and applies them correctly.
4. The discussion contribution or response provides validation and support by including relevant examples and supporting evidence, as appropriate.
5. The discussion contribution or response stimulates fellow learners to clarify, extend, and strengthen their dialogue.
6. The discussion contribution or response is concise, clearly organized, and well structured.
7. The discussion contribution or response uses grammar, usage, and mechanics expected of graduate level composition and expression.
8. All citations and references adhere to APA 6th edition style.
9. The discussion contribution or response fosters collaboration with fellow learners and communicates in a manner that respects the dignity and integrity of fellow learners and the instructor.
10. The discussion response meaningfully supplements and extends consideration of the topic by including one of more of the following: new information, questions, constructive or corrective feedback, or alternative viewpoints.
For additional details regarding discussion participation and contributions, please consult the Professional Communications and Writing Guide.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Publ.
Age group is Adolescent 13-18The Integrating the Field of Develo.docxdaniahendric
Age group is Adolescent 13-18
The Integrating the Field of Developmental Psychology: A Review of the Literature
· Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least five scholarly sources in addition to the course text.
· The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
· Must document all sources in APA style as outlined in the Ashford Writing Center.
· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs. Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).
In your paper,
· Examine the physical changes associated with the selected developmental stage.
· Examine the cognitive changes associated with the selected developmental stage.
· Examine the emotional changes associated with the selected developmental stage.
· Examine the social changes associated with the selected developmental stage.
· Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.
· Integrate developmental and environmental factors into an assessment of developmental needs.
· Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.
· Propose solutions for areas not addressed by the theory.
· Analyze the ethical considerations for research and practice with the selected developmental stage.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and F ...
Week 5 Disease Process Presentation Assignment - Part 2 PLEASE .docxhelzerpatrina
Week 5: Disease Process Presentation Assignment - Part 2
PLEASE USE SOME OF THE SOURCES FROM PART 1
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
1. Develop professional presentation/communication skills.
2. Link development of presenting signs and symptoms of disease (HISTOPLASMOSIS) to changes to tissue, organ and system functioning. (CO 3)
3. Describe how the disease (HISTOPLASMOSIS) is diagnosed (CO 1, 2)
4. Describe pharmacological and non-pharmacological interventions for disease (HISTOPLASMOSIS) management (CO 4)
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Requirements:
Content Criteria:
1. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease (HISTOPLASMOSIS).
2. Provide a brief description of how the disease (HISTOPLASMOSIS) is diagnosed.
3. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease (HISTOPLASMOSIS).
4. Summarizes the disease (HISTOPLASMOSIS) on the final slide with concluding remarks; includes implication for nurse practitioner practice.
5. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.
6. Reference slide and in-text citations depict references correctly cited according to APA 6TH EDITION (PLEASE INCLUDE DOI).
Format Criteria:
1. The presentation should include a PowerPoint presentation that contains detailed speaker notes.
2. The presentation contain main heading slides that address the assignment criteria listed above.
3. The presentation should contain appropriate evidence to support the information presented per APA format.
4. Slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs
5. The presentation should contain a reference slide with all sources written in APA format
Technology Requirements
The instructions for using Kaltura are located under Resources.
PowerPoint Tips to ensure a professional and organized presentation:
1. All font types, size, and color should be the same throughout the presentation
2. The Title slide should contain: student name, course, professor and title of the presentation
3. Avoid putting too much information in the slides. Use bullets to highlight main points and then use speaker notes to provide more specifics related to the slide content
4. The use of pictures and figures are encouraged, howev ...
Quiz 3.2 Outline FORMAT for JE 3Method 3 – Similarities and Diff.docxaudeleypearl
Quiz 3.2 Outline FORMAT for JE 3
Method 3 – Similarities and Differences
Instructions: Now that you have learned how to organize your writing, write an outline using the format below. This is the outline you will use in writing JE 4. Follow these instructions to submit your work:
1. On page 2 of this document, you have an outline format with text blocks you can populate with information. This information is the skeleton of your writing or of your OUTLINE. Be sure to use KEYWORDS and/or PHRASES. Remember that the purpose of an outline is to help you organize your material in a quick and efficient way before you spend time writing a document. The thesis statement is expected to be a complete sentence which includes the TOPIC, the CONTROLLING IDEA and the BRANCHES. The more material you include in your outline, the easier it will be for you to write your essay. You can make the text boxes bigger to include more text by clicking on the corner and dragging it down.
2. As soon as you complete all the areas that need to be populated with text, copy the outline as a Word document on to your computer memory. You do not need to include this page of instructions.
3. Go back to the quiz where you found this assignment and attach your OUTLINE. To do that, click on ATTACHMENTS. When the little ATTACHMENT window opens, look for the window that says BROWSE.
4. Look for the outline file that you just saved in your computer memory. By clicking on it, you will select it. When you will see your document in the BROWSE window, click on UPLOAD FILE and then click FINISHED.
5. Now your outline document is ready to be submitted from your drop box as an attachment.
6. Before you submit your outline, you will see a link for the RUBRIC which appears on this quiz’s drop box. Click on it to make sure you have covered all the aspects of your outline. This RUBRIC is the grading instrument that your professor will use to grade this quiz.
7. Finally, don’t forget to click SUBMIT. If you don’t, your work will not go through and you will not get a grade.
Thesis Statement (Establishing Similarities and Differences)
Main Idea for Developmental Paragraph 1 (Similarities)
Main Idea for Developmental Paragraph 2 (Differences)
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic 6
Conclusion Statement
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Tec ...
Discussion 1 Please review the chapter once again. Chapter 1 is a.docxcuddietheresa
Discussion 1: Please review the chapter once again. Chapter 1 is a guide for the rest of the book. The book is a compilation of articles that have been selected to address the topics that are addressed in the course. This chapter is a roadmap for the rest of the course. Although we are not going to be reading all of the articles, we see that the chapters that are included in our reading in the course do address the topics of importance that are outlined in the chapter.
Discussion 2: Please answer the following two questions in your main posting this week.
Do you agree or disagree with the skills and competencies that have been identified in the article this week.
What did the authors miss if anything?
Discussion 3: Describe the different ways in which policy models are used.
What are the key lessons for policy modeling, according to this paper?
Based on the examples that are provided, do you agree that these models would be useful? Please explain why or why not.
Discussion 4: Please find a total of 4 websites that are related to modeling policy with simulations. These can be and include eGovPoliNet and others that have been mentioned in the papers, readings or videos. They can be community-based, software based, or other, but make sure they are related to the topics that we are discussing this week.
Please describe the purpose of the website.
What you learned from visiting the website.
Anything else what you want to describe.
Discussion 5: Please find a video from any source that is sharable and post this in the main discussion. The video should cover a technology adoption theory. A technology adoption theory is a theory that is used to describe how and why technology is adopted. Additionally, write a short introduction which describes the theory that the video is covering and why you think this is valuable for discussion this week.
Discussion 6: Question: How would social media affect the early adoption of eco-farming in the 1980’s if it was available in that time period? What are the different ways that it could be applied? Who would be the stakeholders?
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Public Administration and Information ...
An individual written assignment of 2500 words.· Question Cri.docxdaniahendric
An individual written assignment of 2500 words.
· Question :
Critically review literature relating to negotiation and conflict resolution in culture of PAKISTAN and CHINA. Relate this literature to your own experience of leading and managing the team, and being led and managed by other team members.
To answer this essay question:
· Review the literature and appropriate models of negotiation and conflict resolution using appropriate articles relating to at least three cultures represented in your team
· Do this critically by seeing whether the various authors agree or disagree on the challenges and the way to solve them.
· Use appropriate cross cultural models to show the differences between the cultures
· Show what specific issues are relevant because of the cultural differences between the cultures.
· Relate this to your own experience of working in your multicultural teams. How well does you experience relate to what the models and theories suggest?
· DO NOT just offer a re-hash of the lecture PowerPoint – you are expected to look for relevant journal articles yourself, read them and the ones you have been given, and come to conclusions.
· Make sure you reference fully and properly
The assignment will be in essay format with full Harvard referencing, reviewing appropriate academic literature critically. The assignment will be uploaded by the student to Turnitin to check for originality. Use Turnitin to check that there are no issues related to plagiarism, collusion or poor referencing, and make any changes necessary and upload the result.
Marking Criteria( Very Important)
1-To critically evaluate and synthesis theories of cultural difference with reference to their impact -on international management
Highly extensive and outstanding levels of evidence of critical analysis and synthesis of cross cultural differences of the given nations; Presenting sophisticated insights and understanding of the theoretical models on cross cultural understandings and communications, and its impact on international management – its contexts, concepts, management styles and practical implications. The presentation exudes professionalism at an executive level with regards to timing, verbal delivery, supporting slides and other visual content.
2-To critically evaluate the applicability of management theory to specific cultural contexts.
The management theories are critically evaluated and synthesised of the existing body of knowledge and literature, related to topics chosen and case study contexts, and relevant national cultures with very good range of academic sources and other materials. Recommendations presented in the case contexts are outstanding, totally convincing and highly appropriate and professionally presented. The applications of the management theories in the given cultural context and group experience are evident and convincing. The presentation is delivered perfectly by all presenters.
3-To critically examine and select appropriate m ...
Business Case Study Guidelines and Rubric OverviewYour cVannaSchrader3
Business Case Study Guidelines and Rubric
Overview
Your case study should be written in narrative format and address a problem or issue at your internship site. A problem is an obstacle to be overcome. An issue is an idea or activity about which there is debate. You must decide upon and/or develop a policy that will best address the problem or issue.
Examples of problems or issues include:
· How to most effectively increase sales
· How to better utilize interns in the organization
· How to best utilize social media for the organization
· How to increase commination in the organization
Your case study should contain the following information, in the order listed.
1. Strategic Perspective: Begin by identifying the problem or issue. Does something stand in the way of mutual interests in reaching a goal, or are there legitimate grounds for debate? Why did the problem or issue arise? Who is concerned? How critical is the situation?
2. Problem Solving and Decision Making: What quantitative data is available? What is the applicability of the data to the problem or issue at hand? How appropriate is the data in terms of precision or estimation? Is there an adequate accumulation of other evidence to support the idea that there is a legitimate issue or that a real problem exists? There must be definite instances, not just generalizations. What is the balance in terms of the evidence? Considerable support from both sides indicates that there is a real issue. How valid and objective is the evidence? Bias and prejudice must be avoided. What is the thoroughness of reasoning? How important or controversial is a particular point?
3. Innovative and Entrepreneurial Thinking: What are the possible solutions to the problems? What are the alternatives of action for resolving an issue? To evaluate action alternatives, consider such factors as feasibility, time involved, and the possible contribution in either solving the problem or resolving the issue.
4. Conclusions and/or Recommendations: Your conclusions and/or recommendations must show a relationship to the analysis. Include details of development. What is the policy? The policy is essentially the action decision.
Rubric
Format: The case study should follow these formatting guidelines: minimum of 4 pages, double spacing, 12-point Times New Roman font, 1-inch margins, and citations in APA format.
Instructor Feedback: Students can find their feedback in the Grade Center or Turnitin.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Strategic Perspective
Meets Proficient and details the interrelationship to other functional areas within the organization
(18-20)
Describes the strategic perspective, identifying the problem or issue, why it arose, who the stakeholders are, and how critical it is
(16-17)
Describes the strategic perspective, but additional detail is needed to illustrate the problem or issue, why it arose, the stakeholders, and/or how critical it is (14-15)
...
Project Description1. Describe the broad objective or purpo.docxpoulterbarbara
Project Description:
1. Describe the broad objective or purpose of the project.
2. Indicate which of the four culminating project options best describes your proposed project. Comment by Olabode Ayodele: Public Health Policy
4. Depending on the project option you have chosen, state your specific research questions, evaluation questions, or goals and objectives.
5. If you propose to plan a program, define your theoretical framework and discuss where the program will be implemented. Comment by Olabode Ayodele: n/a
6. Explain why you want to conduct your proposed project and describe what need your project will satisfy.
7. Finally, describe the product of the project (demonstration product)*. Comment by Olabode Ayodele: Policy brief.
Methods: Comment by Olabode Ayodele: N/A to policy brief, which is your product.
1. For secondary data analysis, describe the existing data you will use.
2. If you propose to work with quantitative data, what comparisons will you make and/or what statistical tests will you use? If you plan to work with a qualitative data, will you conduct a content analysis or perform another type of qualitative analysis?
3. If you propose to plan a program, describe where the program will be implemented.
1
POLICY BRIEFS
A guide to writing policy briefs for research uptake
Rebecca Wolfe
RESYST Research Uptake Manager
October 2013
2
CONTENTS
1. INTRODUCTION TO POLICY BRIEFS 3
1.1 What is a policy brief? 3
1.2 Structure and content of a brief 5
1.3 Key components of an effective brief 6
2. PLANNING A POLICY BRIEF 7
2.1 Identifying target audiences 7
2.2 Developing an overarching message 8
2.3 Describing the problem 8
2.4 Identifying policy recommendations or interventions 9
2.5 Writing style: dos and don’ts 10
3. WRITING A POLICY BRIEF 11
3.1 Introduction 11
3.2 Methodology 11
3.3 Results and conclusions 11
3.4 Policy recommendations or implications 11
3.5 References and other useful resources 11
3.6 Title and executive summary 11
4. FORMAT AND DESIGN 12
4.1 Highlighting important information 12
4.2 Photographs 13
4.3 Data-visualisation 14
4.4 Logos 15
5. POLICY BRIEF CHECKLIST 16
6. DISSEMINATING A POLICY BRIEF 17
6.1 Identifying opportunities for dissemination 17
6.2 Identifying connectors – people, networks and intermediaries 17
6.3 Using websites and social media 17
1. INTRODUCTION TO POLICY BRIEFS
“Research is essentially unfinished unless the findings are synthesised and
applied in practice to improve the situation”
Public health research is aimed at change and improving population health - however,
publishing research findings in journals and reports doesn’t ultimately lead to .
Presentation from Attilio Orecchio and Alessandro Carbone (ThinkEurope Consulting) about european project design, logical frame approach and important keywords
SCEN6058 – Stakeholder and Community Management .docxtodd331
SCEN6058 – Stakeholder and Community Management Spring 2018 Coursework Brief
SCEN5068
Stakeholder and Community Engagement
Spring 2018
Coursework Brief
Handout:
Deadline for Submission:
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 4000
Learning outcomes assessed:
1. Identify and critically evaluate key stakeholders for a given situation by the use a range of techniques.
2. Utilise issues identified in Stakeholder analysis to develop and prioritise stakeholders and predict behaviour
3. Select and identify appropriate communication strategies and assessment approaches to form and maintain stakeholder and community engagement
This coursework is worth 100% of the total marks for this module.
5 | Page
are specifically acknowledged by reference to the author, work and page.
this assignment (with or without trivial changes) are in quotation marks, and
Make sure all sentences or passages quoted from other people’s work in
•
by or with the assistance of any other person.
assignment briefing paper and ensure it has not been written or composed
Complete this work alone except where required or allowed by this
•
about academic misconduct. You must:
You are responsible for ensuring you understand the policy and regulations
Academic Misconduct
descriptors.
Carefully read the module handbook, the marking criteria and the grade
•
Please read carefully
Coursework Instructions
Blank
Stakeholder involvement in business management has taken a dramatic turn in recent years in that its influence on managing business activities and project cannot be overlooked. Any individual or groups who have an interest in the organization’s activities is considered to be a stakeholder. A stakeholder is typically concerned with an organization delivering intended results and meeting its financial objectives. In general, stakeholders are classified as internal, external or connected depending on position relative to the organization. It is extremely important to identify and balance the demands of these stakeholder groups and to act responsibly to all of them in order to maintain and achieve an effective relationship with the business’s success and community satisfaction.
Deliverables:
You are required to produce a 4,000-word report detailing:
· Identify and critically evaluate the functions and importance of the various stakeholder groups.
· Critically analyse the strategies needed to predict individual stakeholder’s behaviour and develop an effective community engagement plan.
· Critically evaluate appropriate communication strategies that will maximise the purpose of both external and internal stakeholder.
· Critically examine the relevant social network platforms that could be engaged with to provide leverage to a successful project implementation.
· Evaluate stakeholder management th.
Running head: COMPANY NAME 1
COMPANY NAME
5
Company Description and SWOT analysis
First Name Last Name
Strayer University
BUS 599
Prof. Andrea Banto and Prof. Adrian Allen
January 15, 2019
Due: Week 3, worth 100 points
Length: The assignment should be 3 to 5 pages, excluding title page and reference page
Important:
· Review the description of this assignment in the course guide or Blackboard and use the tips provided along with this template to help you in your writing.
· Use the textbook and review the recommended pages. Note that your textbook has sample plans at the end of each paper. They are great examples of content.
· Review the grading rubric before writing. Know what you are graded for. Always look at the “exemplary” section.
Notes:
· Please remove the text in red throughout the paper and replace with your information.
· Leave the text in black as it is. You are required to have a heading for each of the sections in your paper.
· Use APA format
· The references must be on a separate page at the end of the paper.
Company Description and SWOT analysis
Company Name
· Provide a brief introduction of the NAB company (name)
· Explain the significance of the name of your NAB company.
· Describe the non-alcoholic beverage you will produce and sell.
Mission Statement
· Write the mission statement (use quotation marks)
· Explain the components of the mission statement and the reasoning for their selection.
Trends in the industry
· Describe the trends in the industry. Try to be specific for your chosen category of beverage. Project future growth rate and why do you think this segment has potential (p.88 in text)
· Provide 3 reasons for choosing the specific beverage and explain each.
Strategic position
· Choose one strategic position from the text (page 142-143) and discuss why you believe this would be the best position for your company.
· Explain the approach to be used to implement this position to stand out from similar products.
Distribution
· Provide an overview of the company’s distribution channels
· Explain how the product will reach the end users. Provide the rationale for your selected method.
Risks
· Outline at least 3 types of risks your company is facing (including regulatory risks). Check pages 148-149.
· Discuss each and explain why you think the company is facing these risks and how your company will mitigate each risks.
SWOT Analysis
· Complete the table below (at least 4 in each category). You must use this matrix. Use bullets for each item in the SWOT.
Strengths
Weaknesses
Opportunities
Threats
· Briefly describe the key items in each category under the table.
References
Be sure to cite all your sources. Use APA to format all the references. Wikipedia and other Websites do not quality as academic resources
Here are exampl.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
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Quiz 3.2 Outline FORMAT for JE 3
Method 3 – Similarities and Differences
Instructions: Now that you have learned how to organize your writing, write an outline using the format below. This is the outline you will use in writing JE 4. Follow these instructions to submit your work:
1. On page 2 of this document, you have an outline format with text blocks you can populate with information. This information is the skeleton of your writing or of your OUTLINE. Be sure to use KEYWORDS and/or PHRASES. Remember that the purpose of an outline is to help you organize your material in a quick and efficient way before you spend time writing a document. The thesis statement is expected to be a complete sentence which includes the TOPIC, the CONTROLLING IDEA and the BRANCHES. The more material you include in your outline, the easier it will be for you to write your essay. You can make the text boxes bigger to include more text by clicking on the corner and dragging it down.
2. As soon as you complete all the areas that need to be populated with text, copy the outline as a Word document on to your computer memory. You do not need to include this page of instructions.
3. Go back to the quiz where you found this assignment and attach your OUTLINE. To do that, click on ATTACHMENTS. When the little ATTACHMENT window opens, look for the window that says BROWSE.
4. Look for the outline file that you just saved in your computer memory. By clicking on it, you will select it. When you will see your document in the BROWSE window, click on UPLOAD FILE and then click FINISHED.
5. Now your outline document is ready to be submitted from your drop box as an attachment.
6. Before you submit your outline, you will see a link for the RUBRIC which appears on this quiz’s drop box. Click on it to make sure you have covered all the aspects of your outline. This RUBRIC is the grading instrument that your professor will use to grade this quiz.
7. Finally, don’t forget to click SUBMIT. If you don’t, your work will not go through and you will not get a grade.
Thesis Statement (Establishing Similarities and Differences)
Main Idea for Developmental Paragraph 1 (Similarities)
Main Idea for Developmental Paragraph 2 (Differences)
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic 6
Conclusion Statement
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Tec ...
Discussion 1 Please review the chapter once again. Chapter 1 is a.docxcuddietheresa
Discussion 1: Please review the chapter once again. Chapter 1 is a guide for the rest of the book. The book is a compilation of articles that have been selected to address the topics that are addressed in the course. This chapter is a roadmap for the rest of the course. Although we are not going to be reading all of the articles, we see that the chapters that are included in our reading in the course do address the topics of importance that are outlined in the chapter.
Discussion 2: Please answer the following two questions in your main posting this week.
Do you agree or disagree with the skills and competencies that have been identified in the article this week.
What did the authors miss if anything?
Discussion 3: Describe the different ways in which policy models are used.
What are the key lessons for policy modeling, according to this paper?
Based on the examples that are provided, do you agree that these models would be useful? Please explain why or why not.
Discussion 4: Please find a total of 4 websites that are related to modeling policy with simulations. These can be and include eGovPoliNet and others that have been mentioned in the papers, readings or videos. They can be community-based, software based, or other, but make sure they are related to the topics that we are discussing this week.
Please describe the purpose of the website.
What you learned from visiting the website.
Anything else what you want to describe.
Discussion 5: Please find a video from any source that is sharable and post this in the main discussion. The video should cover a technology adoption theory. A technology adoption theory is a theory that is used to describe how and why technology is adopted. Additionally, write a short introduction which describes the theory that the video is covering and why you think this is valuable for discussion this week.
Discussion 6: Question: How would social media affect the early adoption of eco-farming in the 1980’s if it was available in that time period? What are the different ways that it could be applied? Who would be the stakeholders?
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Public Administration and Information ...
An individual written assignment of 2500 words.· Question Cri.docxdaniahendric
An individual written assignment of 2500 words.
· Question :
Critically review literature relating to negotiation and conflict resolution in culture of PAKISTAN and CHINA. Relate this literature to your own experience of leading and managing the team, and being led and managed by other team members.
To answer this essay question:
· Review the literature and appropriate models of negotiation and conflict resolution using appropriate articles relating to at least three cultures represented in your team
· Do this critically by seeing whether the various authors agree or disagree on the challenges and the way to solve them.
· Use appropriate cross cultural models to show the differences between the cultures
· Show what specific issues are relevant because of the cultural differences between the cultures.
· Relate this to your own experience of working in your multicultural teams. How well does you experience relate to what the models and theories suggest?
· DO NOT just offer a re-hash of the lecture PowerPoint – you are expected to look for relevant journal articles yourself, read them and the ones you have been given, and come to conclusions.
· Make sure you reference fully and properly
The assignment will be in essay format with full Harvard referencing, reviewing appropriate academic literature critically. The assignment will be uploaded by the student to Turnitin to check for originality. Use Turnitin to check that there are no issues related to plagiarism, collusion or poor referencing, and make any changes necessary and upload the result.
Marking Criteria( Very Important)
1-To critically evaluate and synthesis theories of cultural difference with reference to their impact -on international management
Highly extensive and outstanding levels of evidence of critical analysis and synthesis of cross cultural differences of the given nations; Presenting sophisticated insights and understanding of the theoretical models on cross cultural understandings and communications, and its impact on international management – its contexts, concepts, management styles and practical implications. The presentation exudes professionalism at an executive level with regards to timing, verbal delivery, supporting slides and other visual content.
2-To critically evaluate the applicability of management theory to specific cultural contexts.
The management theories are critically evaluated and synthesised of the existing body of knowledge and literature, related to topics chosen and case study contexts, and relevant national cultures with very good range of academic sources and other materials. Recommendations presented in the case contexts are outstanding, totally convincing and highly appropriate and professionally presented. The applications of the management theories in the given cultural context and group experience are evident and convincing. The presentation is delivered perfectly by all presenters.
3-To critically examine and select appropriate m ...
Business Case Study Guidelines and Rubric OverviewYour cVannaSchrader3
Business Case Study Guidelines and Rubric
Overview
Your case study should be written in narrative format and address a problem or issue at your internship site. A problem is an obstacle to be overcome. An issue is an idea or activity about which there is debate. You must decide upon and/or develop a policy that will best address the problem or issue.
Examples of problems or issues include:
· How to most effectively increase sales
· How to better utilize interns in the organization
· How to best utilize social media for the organization
· How to increase commination in the organization
Your case study should contain the following information, in the order listed.
1. Strategic Perspective: Begin by identifying the problem or issue. Does something stand in the way of mutual interests in reaching a goal, or are there legitimate grounds for debate? Why did the problem or issue arise? Who is concerned? How critical is the situation?
2. Problem Solving and Decision Making: What quantitative data is available? What is the applicability of the data to the problem or issue at hand? How appropriate is the data in terms of precision or estimation? Is there an adequate accumulation of other evidence to support the idea that there is a legitimate issue or that a real problem exists? There must be definite instances, not just generalizations. What is the balance in terms of the evidence? Considerable support from both sides indicates that there is a real issue. How valid and objective is the evidence? Bias and prejudice must be avoided. What is the thoroughness of reasoning? How important or controversial is a particular point?
3. Innovative and Entrepreneurial Thinking: What are the possible solutions to the problems? What are the alternatives of action for resolving an issue? To evaluate action alternatives, consider such factors as feasibility, time involved, and the possible contribution in either solving the problem or resolving the issue.
4. Conclusions and/or Recommendations: Your conclusions and/or recommendations must show a relationship to the analysis. Include details of development. What is the policy? The policy is essentially the action decision.
Rubric
Format: The case study should follow these formatting guidelines: minimum of 4 pages, double spacing, 12-point Times New Roman font, 1-inch margins, and citations in APA format.
Instructor Feedback: Students can find their feedback in the Grade Center or Turnitin.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Strategic Perspective
Meets Proficient and details the interrelationship to other functional areas within the organization
(18-20)
Describes the strategic perspective, identifying the problem or issue, why it arose, who the stakeholders are, and how critical it is
(16-17)
Describes the strategic perspective, but additional detail is needed to illustrate the problem or issue, why it arose, the stakeholders, and/or how critical it is (14-15)
...
Project Description1. Describe the broad objective or purpo.docxpoulterbarbara
Project Description:
1. Describe the broad objective or purpose of the project.
2. Indicate which of the four culminating project options best describes your proposed project. Comment by Olabode Ayodele: Public Health Policy
4. Depending on the project option you have chosen, state your specific research questions, evaluation questions, or goals and objectives.
5. If you propose to plan a program, define your theoretical framework and discuss where the program will be implemented. Comment by Olabode Ayodele: n/a
6. Explain why you want to conduct your proposed project and describe what need your project will satisfy.
7. Finally, describe the product of the project (demonstration product)*. Comment by Olabode Ayodele: Policy brief.
Methods: Comment by Olabode Ayodele: N/A to policy brief, which is your product.
1. For secondary data analysis, describe the existing data you will use.
2. If you propose to work with quantitative data, what comparisons will you make and/or what statistical tests will you use? If you plan to work with a qualitative data, will you conduct a content analysis or perform another type of qualitative analysis?
3. If you propose to plan a program, describe where the program will be implemented.
1
POLICY BRIEFS
A guide to writing policy briefs for research uptake
Rebecca Wolfe
RESYST Research Uptake Manager
October 2013
2
CONTENTS
1. INTRODUCTION TO POLICY BRIEFS 3
1.1 What is a policy brief? 3
1.2 Structure and content of a brief 5
1.3 Key components of an effective brief 6
2. PLANNING A POLICY BRIEF 7
2.1 Identifying target audiences 7
2.2 Developing an overarching message 8
2.3 Describing the problem 8
2.4 Identifying policy recommendations or interventions 9
2.5 Writing style: dos and don’ts 10
3. WRITING A POLICY BRIEF 11
3.1 Introduction 11
3.2 Methodology 11
3.3 Results and conclusions 11
3.4 Policy recommendations or implications 11
3.5 References and other useful resources 11
3.6 Title and executive summary 11
4. FORMAT AND DESIGN 12
4.1 Highlighting important information 12
4.2 Photographs 13
4.3 Data-visualisation 14
4.4 Logos 15
5. POLICY BRIEF CHECKLIST 16
6. DISSEMINATING A POLICY BRIEF 17
6.1 Identifying opportunities for dissemination 17
6.2 Identifying connectors – people, networks and intermediaries 17
6.3 Using websites and social media 17
1. INTRODUCTION TO POLICY BRIEFS
“Research is essentially unfinished unless the findings are synthesised and
applied in practice to improve the situation”
Public health research is aimed at change and improving population health - however,
publishing research findings in journals and reports doesn’t ultimately lead to .
Presentation from Attilio Orecchio and Alessandro Carbone (ThinkEurope Consulting) about european project design, logical frame approach and important keywords
SCEN6058 – Stakeholder and Community Management .docxtodd331
SCEN6058 – Stakeholder and Community Management Spring 2018 Coursework Brief
SCEN5068
Stakeholder and Community Engagement
Spring 2018
Coursework Brief
Handout:
Deadline for Submission:
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 4000
Learning outcomes assessed:
1. Identify and critically evaluate key stakeholders for a given situation by the use a range of techniques.
2. Utilise issues identified in Stakeholder analysis to develop and prioritise stakeholders and predict behaviour
3. Select and identify appropriate communication strategies and assessment approaches to form and maintain stakeholder and community engagement
This coursework is worth 100% of the total marks for this module.
5 | Page
are specifically acknowledged by reference to the author, work and page.
this assignment (with or without trivial changes) are in quotation marks, and
Make sure all sentences or passages quoted from other people’s work in
•
by or with the assistance of any other person.
assignment briefing paper and ensure it has not been written or composed
Complete this work alone except where required or allowed by this
•
about academic misconduct. You must:
You are responsible for ensuring you understand the policy and regulations
Academic Misconduct
descriptors.
Carefully read the module handbook, the marking criteria and the grade
•
Please read carefully
Coursework Instructions
Blank
Stakeholder involvement in business management has taken a dramatic turn in recent years in that its influence on managing business activities and project cannot be overlooked. Any individual or groups who have an interest in the organization’s activities is considered to be a stakeholder. A stakeholder is typically concerned with an organization delivering intended results and meeting its financial objectives. In general, stakeholders are classified as internal, external or connected depending on position relative to the organization. It is extremely important to identify and balance the demands of these stakeholder groups and to act responsibly to all of them in order to maintain and achieve an effective relationship with the business’s success and community satisfaction.
Deliverables:
You are required to produce a 4,000-word report detailing:
· Identify and critically evaluate the functions and importance of the various stakeholder groups.
· Critically analyse the strategies needed to predict individual stakeholder’s behaviour and develop an effective community engagement plan.
· Critically evaluate appropriate communication strategies that will maximise the purpose of both external and internal stakeholder.
· Critically examine the relevant social network platforms that could be engaged with to provide leverage to a successful project implementation.
· Evaluate stakeholder management th.
Running head: COMPANY NAME 1
COMPANY NAME
5
Company Description and SWOT analysis
First Name Last Name
Strayer University
BUS 599
Prof. Andrea Banto and Prof. Adrian Allen
January 15, 2019
Due: Week 3, worth 100 points
Length: The assignment should be 3 to 5 pages, excluding title page and reference page
Important:
· Review the description of this assignment in the course guide or Blackboard and use the tips provided along with this template to help you in your writing.
· Use the textbook and review the recommended pages. Note that your textbook has sample plans at the end of each paper. They are great examples of content.
· Review the grading rubric before writing. Know what you are graded for. Always look at the “exemplary” section.
Notes:
· Please remove the text in red throughout the paper and replace with your information.
· Leave the text in black as it is. You are required to have a heading for each of the sections in your paper.
· Use APA format
· The references must be on a separate page at the end of the paper.
Company Description and SWOT analysis
Company Name
· Provide a brief introduction of the NAB company (name)
· Explain the significance of the name of your NAB company.
· Describe the non-alcoholic beverage you will produce and sell.
Mission Statement
· Write the mission statement (use quotation marks)
· Explain the components of the mission statement and the reasoning for their selection.
Trends in the industry
· Describe the trends in the industry. Try to be specific for your chosen category of beverage. Project future growth rate and why do you think this segment has potential (p.88 in text)
· Provide 3 reasons for choosing the specific beverage and explain each.
Strategic position
· Choose one strategic position from the text (page 142-143) and discuss why you believe this would be the best position for your company.
· Explain the approach to be used to implement this position to stand out from similar products.
Distribution
· Provide an overview of the company’s distribution channels
· Explain how the product will reach the end users. Provide the rationale for your selected method.
Risks
· Outline at least 3 types of risks your company is facing (including regulatory risks). Check pages 148-149.
· Discuss each and explain why you think the company is facing these risks and how your company will mitigate each risks.
SWOT Analysis
· Complete the table below (at least 4 in each category). You must use this matrix. Use bullets for each item in the SWOT.
Strengths
Weaknesses
Opportunities
Threats
· Briefly describe the key items in each category under the table.
References
Be sure to cite all your sources. Use APA to format all the references. Wikipedia and other Websites do not quality as academic resources
Here are exampl.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
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Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
Case Study Rubric
Your case study will be assessed as follows:
• Clarity: Are major points clearly presented? Does the writer present a coherent and succinct argument?
• Completeness: Are any points missing? Does the writing accomplish each task set forth in the assignment?
• Thoroughness: Are all major points illustrated adequately? Are there parts that need more explanation or evidence?
• Organization: Are the main points in the right order? Are there any overlapped or repeated points? Are there any irrelevant detail?
• Language: Are there problems with grammar, spelling, and punctuation? Are the sentences overly-complex? Choppy? Are the tone and word choice appropriate?
C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging
http://www.chevron.com/
C6-2
technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of system.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
Case Study: People v. Smith, 470 NW2d 70, Michigan Supreme Court (1991)
Case Study
1) In a narrative format, using a minimum of 750 words, outline the case of People v. Smith. Give the facts, issue and court holding of the case.
Case Analysis
2) Give an overview of expunged records for juveniles, its importance and the reasoning of it being necessary.
Case Analysis
3) What are your state's laws concerning the expungement and use of juvenile convictions to sentence them as an adult?
Executive Decisions
4) When does the law in TN say you can transfer a juvenile to adult court? If you were a state senator, what is your opinion of trying our minors as adults, and are there any other crimes or occasions that juveniles should be prosecuted as adults?
http://www.sagepub.com/upm-data/15994_Chapter_1___Juvenile_Justice_in_Historical_Perspective.pdf
.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
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Case Study RubricCriterionStrongAverageWeakInt.docx
1. Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue
or question
Minimally describes the case, includes only the problem, issue
or question
Bypasses the introduction and moves directly to commentary on
the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of
the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of
most of the issues/problems
Identifies and demonstrates acceptable understanding of some
of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified
problems, issues or questions; includes all necessary
calculations
Presents a thorough analysis of most of the problems, issues or
2. questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the
identified problems, issues or questions; omits necessary
calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and
evidence; presents a balanced and critical view; interpretation is
both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and
evidence; presents a one‐sided argument; demonstrates little
engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected
solutions proposed to the issues in the case study. No attempt
at logical support for recommendations
3. Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified
issues/problems and the strategic concepts studied in the course
readings and lectures; supplements case study with relevant and
thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified
issues/problems and concepts studied in readings and lectures;
demonstrates limited command of the analytical tools studied;
supplements case study with limited sources
Makes ineffective connections or shows no connection between
issues identified and the concepts studied in the readings;
supplements case study, if at all, with incomplete information
and sources
Writing Mechanics and Formatting Guidelines
4. Demonstrates a clear understanding of the audience for the case.
Utilizes formatting, clarity and structure to enable the audience
to readily see and understand recommended actions. Writing is
logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the
case. Ineffective structuring of response making it difficult to
readily see and understand recommended actions. Writing shows
poor logic, grammatical and spelling flaws, though still a clear
presentation of ideas
Demonstrates a lack of understanding of the audience for the
case. Lack of structuring of response making the audience work
to find and understand recommended actions. Grammatical and
spelling flaws are obstacles to acceptance of the
recommendation. Writing illogical and unfocused, and does
not follow specified guidelines
Public Administration and Information
Technology
Volume 10
5. Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
[email protected]
More information about this series at
http://www.springer.com/series/10796
[email protected]
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
6. in Policy Research
2123
[email protected]
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology,
Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Public Administration and Information Technology
8. editors give a warranty, express or implied, with respect to the
material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
Springer is part of Springer Science+Business Media
(www.springer.com)
[email protected]
Preface
The last economic and financial crisis has heavily threatened
European and other
economies around the globe. Also, the Eurozone crisis, the
energy and climate
change crises, challenges of demographic change with high
unemployment rates,
and the most recent conflicts in the Ukraine and the near East or
the Ebola virus
disease in Africa threaten the wealth of our societies in
different ways. The inability
9. to predict or rapidly deal with dramatic changes and negative
trends in our economies
and societies can seriously hamper the wealth and prosperity of
the European Union
and its Member States as well as the global networks. These
societal and economic
challenges demonstrate an urgent need for more effective and
efficient processes of
governance and policymaking, therewith specifically addressing
crisis management
and economic/welfare impact reduction.
Therefore, investing in the exploitation of innovative
information and commu-
nication technology (ICT) in the support of good governance
and policy modeling
has become a major effort of the European Union to position
itself and its Member
States well in the global digital economy. In this realm, the
European Union has
laid out clear strategic policy objectives for 2020 in the Europe
2020 strategy1: In
a changing world, we want the EU to become a smart,
sustainable, and inclusive
economy. These three mutually reinforcing priorities should
10. help the EU and the
Member States deliver high levels of employment, productivity,
and social cohesion.
Concretely, the Union has set five ambitious objectives—on
employment, innovation,
education, social inclusion, and climate/energy—to be reached
by 2020. Along with
this, Europe 2020 has established four priority areas—smart
growth, sustainable
growth, inclusive growth, and later added: A strong and
effective system of eco-
nomic governance—designed to help Europe emerge from the
crisis stronger and to
coordinate policy actions between the EU and national levels.
To specifically support European research in strengthening
capacities, in overcom-
ing fragmented research in the field of policymaking, and in
advancing solutions for
1 Europe 2020 http://ec.europa.eu/europe2020/index_en.htm
v
[email protected]
11. vi Preface
ICT supported governance and policy modeling, the European
Commission has co-
funded an international support action called eGovPoliNet2. The
overall objective
of eGovPoliNet was to create an international, cross-
disciplinary community of re-
searchers working on ICT solutions for governance and policy
modeling. In turn,
the aim of this community was to advance and sustain research
and to share the
insights gleaned from experiences in Europe and globally. To
achieve this, eGovPo-
liNet established a dialogue, brought together experts from
distinct disciplines, and
collected and analyzed knowledge assets (i.e., theories,
concepts, solutions, findings,
and lessons on ICT solutions in the field) from different
research disciplines. It built
on case material accumulated by leading actors coming from
distinct disciplinary
12. backgrounds and brought together the innovative knowledge in
the field. Tools, meth-
ods, and cases were drawn from the academic community, the
ICT sector, specialized
policy consulting firms as well as from policymakers and
governance experts. These
results were assembled in a knowledge base and analyzed in
order to produce com-
parative analyses and descriptions of cases, tools, and scientific
approaches to enrich
a common knowledge base accessible via www.policy-
community.eu.
This book, entitled “Policy Practice and Digital Science—
Integrating Complex
Systems, Social Simulation, and Public Administration in Policy
Research,” is one
of the exciting results of the activities of eGovPoliNet—fusing
community building
activities and activities of knowledge analysis. It documents
findings of comparative
analyses and brings in experiences of experts from academia
and from case descrip-
tions from all over the globe. Specifically, it demonstrates how
the explosive growth
13. in data, computational power, and social media creates new
opportunities for policy-
making and research. The book provides a first comprehensive
look on how to take
advantage of the development in the digital world with new
approaches, concepts,
instruments, and methods to deal with societal and
computational complexity. This
requires the knowledge traditionally found in different
disciplines including public
administration, policy analyses, information systems, complex
systems, and com-
puter science to work together in a multidisciplinary fashion
and to share approaches.
This book provides the foundation for strongly multidisciplinary
research, in which
the various developments and disciplines work together from a
comprehensive and
holistic policymaking perspective. A wide range of aspects for
social and professional
networking and multidisciplinary constituency building along
the axes of technol-
ogy, participative processes, governance, policy modeling,
social simulation, and
visualization are tackled in the 19 papers.
14. With this book, the project makes an effective contribution to
the overall objec-
tives of the Europe 2020 strategy by providing a better
understanding of different
approaches to ICT enabled governance and policy modeling, and
by overcoming the
fragmented research of the past. This book provides impressive
insights into various
theories, concepts, and solutions of ICT supported policy
modeling and how stake-
holders can be more actively engaged in public policymaking. It
draws conclusions
2 eGovPoliNet is cofunded under FP 7, Call identifier FP7-ICT-
2011-7, URL: www.policy-
community.eu
[email protected]
Preface vii
of how joint multidisciplinary research can bring more effective
15. and resilient find-
ings for better predicting dramatic changes and negative trends
in our economies and
societies.
It is my great pleasure to provide the preface to the book
resulting from the
eGovPoliNet project. This book presents stimulating research by
researchers coming
from all over Europe and beyond. Congratulations to the project
partners and to the
authors!—Enjoy reading!
Thanassis Chrissafis
Project officer of eGovPoliNet
European Commission
DG CNECT, Excellence in Science, Digital Science
[email protected]
Contents
1 Introduction to Policy-Making in the Digital Age . . . . . . . . . .
16. . . . . . . . 1
Marijn Janssen and Maria A. Wimmer
2 Educating Public Managers and Policy Analysts
in an Era of Informatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 15
Christopher Koliba and Asim Zia
3 The Quality of Social Simulation: An Example from Research
Policy Modelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 35
Petra Ahrweiler and Nigel Gilbert
4 Policy Making and Modelling in a Complex World . . . . . . . .
. . . . . . . . 57
Wander Jager and Bruce Edmonds
5 From Building a Model to Adaptive Robust Decision Making
Using Systems Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 75
Erik Pruyt
6 Features and Added Value of Simulation Models Using
Different
Modelling Approaches Supporting Policy-Making: A
17. Comparative
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 95
Dragana Majstorovic, Maria A.Wimmer, Roy Lay-Yee, Peter
Davis
and Petra Ahrweiler
7 A Comparative Analysis of Tools and Technologies
for Policy Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 125
Eleni Kamateri, Eleni Panopoulou, Efthimios Tambouris,
Konstantinos Tarabanis, Adegboyega Ojo, Deirdre Lee
and David Price
8 Value Sensitive Design of Complex Product Systems . . . . . . .
. . . . . . . . 157
Andreas Ligtvoet, Geerten van de Kaa, Theo Fens, Cees van
Beers,
Paulier Herder and Jeroen van den Hoven
ix
[email protected]
18. x Contents
9 Stakeholder Engagement in Policy Development: Observations
and Lessons from International Experience . . . . . . . . . . . . . . . .
. . . . . . 177
Natalie Helbig, Sharon Dawes, Zamira Dzhusupova, Bram
Klievink
and Catherine Gerald Mkude
10 Values in Computational Models Revalued . . . . . . . . . . . . .
. . . . . . . . . . 205
Rebecca Moody and Lasse Gerrits
11 The Psychological Drivers of Bureaucracy: Protecting
the Societal Goals of an Organization . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 221
Tjeerd C. Andringa
12 Active and Passive Crowdsourcing in Government . . . . . . . .
. . . . . . . . 261
Euripidis Loukis and Yannis Charalabidis
13 Management of Complex Systems: Toward Agent-Based
Gaming for Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19. . . . . . . . . . . . . 291
Wander Jager and Gerben van der Vegt
14 The Role of Microsimulation in the Development of Public
Policy . . . 305
Roy Lay-Yee and Gerry Cotterell
15 Visual Decision Support for Policy Making: Advancing
Policy
Analysis with Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 321
Tobias Ruppert, Jens Dambruch, Michel Krämer, Tina Balke,
Marco
Gavanelli, Stefano Bragaglia, Federico Chesani, Michela
Milano
and Jörn Kohlhammer
16 Analysis of Five Policy Cases in the Field of Energy Policy .
. . . . . . . . 355
Dominik Bär, Maria A.Wimmer, Jozef Glova, Anastasia
Papazafeiropoulou and Laurence Brooks
17 Challenges to Policy-Making in Developing Countries
and the Roles of Emerging Tools, Methods and Instruments:
Experiences from Saint Petersburg . . . . . . . . . . . . . . . . . . . . . .
20. . . . . . . . . 379
Dmitrii Trutnev, Lyudmila Vidyasova and Andrei Chugunov
18 Sustainable Urban Development, Governance and Policy:
A Comparative Overview of EU Policies and Projects . . . . . . . .
. . . . . 393
Diego Navarra and Simona Milio
19 eParticipation, Simulation Exercise and Leadership Training
in Nigeria: Bridging the Digital Divide . . . . . . . . . . . . . . . . . .
. . . . . . . . . 417
Tanko Ahmed
[email protected]
Contributors
Tanko Ahmed National Institute for Policy and Strategic Studies
(NIPSS), Jos,
Nigeria
Petra Ahrweiler EA European Academy of Technology and
Innovation Assess-
21. ment GmbH, Bad Neuenahr-Ahrweiler, Germany
Tjeerd C. Andringa University College Groningen, Institute of
Artificial In-
telligence and Cognitive Engineering (ALICE), University of
Groningen, AB,
Groningen, the Netherlands
Tina Balke University of Surrey, Surrey, UK
Dominik Bär University of Koblenz-Landau, Koblenz, Germany
Cees van Beers Faculty of Technology, Policy, and
Management, Delft University
of Technology, Delft, The Netherlands
Stefano Bragaglia University of Bologna, Bologna, Italy
Laurence Brooks Brunel University, Uxbridge, UK
Yannis Charalabidis University of the Aegean, Samos, Greece
Federico Chesani University of Bologna, Bologna, Italy
Andrei Chugunov ITMO University, St. Petersburg, Russia
22. Gerry Cotterell Centre of Methods and Policy Application in the
Social Sciences
(COMPASS Research Centre), University of Auckland,
Auckland, New Zealand
Jens Dambruch Fraunhofer Institute for Computer Graphics
Research, Darmstadt,
Germany
Peter Davis Centre of Methods and Policy Application in the
Social Sciences
(COMPASS Research Centre), University of Auckland,
Auckland, New Zealand
Sharon Dawes Center for Technology in Government,
University at Albany,
Albany, New York, USA
xi
[email protected]
23. xii Contributors
Zamira Dzhusupova Department of Public Administration and
Development Man-
agement, United Nations Department of Economic and Social
Affairs (UNDESA),
NewYork, USA
Bruce Edmonds Manchester Metropolitan University,
Manchester, UK
Theo Fens Faculty of Technology, Policy, and Management,
Delft University of
Technology, Delft, The Netherlands
Marco Gavanelli University of Ferrara, Ferrara, Italy
Lasse Gerrits Department of Public Administration, Erasmus
University
Rotterdam, Rotterdam, The Netherlands
Nigel Gilbert University of Surrey, Guildford, UK
Jozef Glova Technical University Kosice, Kosice, Slovakia
24. Natalie Helbig Center for Technology in Government,
University at Albany,
Albany, New York, USA
Paulier Herder Faculty of Technology, Policy, and Management,
Delft University
of Technology, Delft, The Netherlands
Jeroen van den Hoven Faculty of Technology, Policy, and
Management, Delft
University of Technology, Delft, The Netherlands
Wander Jager Groningen Center of Social Complexity Studies,
University of
Groningen, Groningen, The Netherlands
Marijn Janssen Faculty of Technology, Policy, and
Management, Delft University
of Technology, Delft, The Netherlands
Geerten van de Kaa Faculty of Technology, Policy, and
Management, Delft
University of Technology, Delft, The Netherlands
Eleni Kamateri Information Technologies Institute, Centre for
25. Research &
Technology—Hellas, Thessaloniki, Greece
Bram Klievink Faculty of Technology, Policy and Management,
Delft University
of Technology, Delft, The Netherlands
Jörn Kohlhammer GRIS, TU Darmstadt & Fraunhofer IGD,
Darmstadt, Germany
Christopher Koliba University of Vermont, Burlington, VT,
USA
Michel Krämer Fraunhofer Institute for Computer Graphics
Research, Darmstadt,
Germany
Roy Lay-Yee Centre of Methods and Policy Application in the
Social Sciences
(COMPASS Research Centre), University of Auckland,
Auckland, New Zealand
Deirdre Lee INSIGHT Centre for Data Analytics, NUIG,
Galway, Ireland
26. [email protected]
Contributors xiii
Andreas Ligtvoet Faculty of Technology, Policy, and
Management, Delft Univer-
sity of Technology, Delft, The Netherlands
Euripidis Loukis University of the Aegean, Samos, Greece
Dragana Majstorovic University of Koblenz-Landau, Koblenz,
Germany
Michela Milano University of Bologna, Bologna, Italy
Simona Milio London School of Economics, Houghton Street,
London, UK
Catherine Gerald Mkude Institute for IS Research, University of
Koblenz-Landau,
Koblenz, Germany
Rebecca Moody Department of Public Administration, Erasmus
27. University
Rotterdam, Rotterdam, The Netherlands
Diego Navarra Studio Navarra, London, UK
Adegboyega Ojo INSIGHT Centre for Data Analytics, NUIG,
Galway, Ireland
Eleni Panopoulou Information Technologies Institute, Centre
for Research &
Technology—Hellas, Thessaloniki, Greece
Anastasia Papazafeiropoulou Brunel University, Uxbridge, UK
David Price Thoughtgraph Ltd, Somerset, UK
Erik Pruyt Faculty of Technology, Policy, and Management,
Delft University of
Technology, Delft, The Netherlands; Netherlands Institute for
Advanced Study,
Wassenaar, The Netherlands
Tobias Ruppert Fraunhofer Institute for Computer Graphics
Research, Darmstadt,
Germany
28. Efthimios Tambouris Information Technologies Institute, Centre
for Research &
Technology—Hellas, Thessaloniki, Greece; University of
Macedonia, Thessaloniki,
Greece
Konstantinos Tarabanis Information Technologies Institute,
Centre for Research
& Technology—Hellas, Thessaloniki, Greece; University of
Macedonia, Thessa-
loniki, Greece
Dmitrii Trutnev ITMO University, St. Petersburg, Russia
Gerben van der Vegt Faculty of Economics and Business,
University of Groningen,
Groningen, The Netherlands
Lyudmila Vidyasova ITMO University, St. Petersburg, Russia
Maria A. Wimmer University of Koblenz-Landau, Koblenz,
Germany
Asim Zia University of Vermont, Burlington, VT, USA
29. [email protected]
Chapter 1
Introduction to Policy-Making in the Digital Age
Marijn Janssen and Maria A. Wimmer
We are running the 21st century using 20th century systems on
top of 19th century political structures. . . .
John Pollock, contributing editor MIT technology review
Abstract The explosive growth in data, computational power,
and social media
creates new opportunities for innovating governance and policy-
making. These in-
formation and communications technology (ICT) developments
affect all parts of
the policy-making cycle and result in drastic changes in the way
policies are devel-
oped. To take advantage of these developments in the digital
world, new approaches,
concepts, instruments, and methods are needed, which are able
30. to deal with so-
cietal complexity and uncertainty. This field of research is
sometimes depicted
as e-government policy, e-policy, policy informatics, or data
science. Advancing
our knowledge demands that different scientific communities
collaborate to create
practice-driven knowledge. For policy-making in the digital age
disciplines such as
complex systems, social simulation, and public administration
need to be combined.
1.1 Introduction
Policy-making and its subsequent implementation is necessary
to deal with societal
problems. Policy interventions can be costly, have long-term
implications, affect
groups of citizens or even the whole country and cannot be
easily undone or are even
irreversible. New information and communications technology
(ICT) and models
can help to improve the quality of policy-makers. In particular,
the explosive growth
in data, computational power, and social media creates new
32. cepts, instruments, and methods are needed, which are able to
deal with societal and
computational complexity. This requires the use of knowledge
which is traditionally
found in different disciplines, including (but not limited to)
public administration,
policy analyses, information systems, complex systems, and
computer science. All
these knowledge areas are needed for policy-making in the
digital age. The aim of
this book is to provide a foundation for this new
interdisciplinary field in which
various traditional disciplines are blended.
Both policy-makers and those in charge of policy
implementations acknowledge
that ICT is becoming more and more important and is changing
the policy-making
process, resulting in a next generation policy-making based on
ICT support. The field
of policy-making is changing driven by developments such as
open data, computa-
tional methods for processing data, opinion mining, simulation,
and visualization of
rich data sets, all combined with public engagement, social
33. media, and participatory
tools. In this respect Web 2.0 and even Web 3.0 point to the
specific applications of
social networks and semantically enriched and linked data
which are important for
policy-making. In policy-making vast amount of data are used
for making predictions
and forecasts. This should result in improving the outcomes of
policy-making.
Policy-making is confronted with an increasing complexity and
uncertainty of the
outcomes which results in a need for developing policy models
that are able to deal
with this. To improve the validity of the models policy-makers
are harvesting data to
generate evidence. Furthermore, they are improving their
models to capture complex
phenomena and dealing with uncertainty and limited and
incomplete information.
Despite all these efforts, there remains often uncertainty
concerning the outcomes of
policy interventions. Given the uncertainty, often multiple
scenarios are developed
to show alternative outcomes and impact. A condition for this is
34. the visualization of
policy alternatives and its impact. Visualization can ensure
involvement of nonexpert
and to communicate alternatives. Furthermore, games can be
used to let people gain
insight in what can happen, given a certain scenario. Games
allow persons to interact
and to experience what happens in the future based on their
interventions.
Policy-makers are often faced with conflicting solutions to
complex problems,
thus making it necessary for them to test out their assumptions,
interventions, and
resolutions. For this reason policy-making organizations
introduce platforms facili-
tating policy-making and citizens engagements and enabling the
processing of large
volumes of data. There are various participative platforms
developed by government
agencies (e.g., De Reuver et al. 2013; Slaviero et al. 2010;
Welch 2012). Platforms
can be viewed as a kind of regulated environment that enable
developers, users, and
others to interact with each other, share data, services, and
35. applications, enable gov-
ernments to more easily monitor what is happening and
facilitate the development
of innovative solutions (Janssen and Estevez 2013). Platforms
should provide not
only support for complex policy deliberations with citizens but
should also bring to-
gether policy-modelers, developers, policy-makers, and other
stakeholders involved
in policy-making. In this way platforms provide an information-
rich, interactive
[email protected]
1 Introduction to Policy-Making in the Digital Age 3
environment that brings together relevant stakeholders and in
which complex phe-
nomena can be modeled, simulated, visualized, discussed, and
even the playing of
games can be facilitated.
1.2 Complexity and Uncertainty in Policy-Making
36. Policy-making is driven by the need to solve societal problems
and should result in
interventions to solve these societal problems. Examples of
societal problems are
unemployment, pollution, water quality, safety, criminality,
well-being, health, and
immigration. Policy-making is an ongoing process in which
issues are recognized
as a problem, alternative courses of actions are formulated,
policies are affected,
implemented, executed, and evaluated (Stewart et al. 2007).
Figure 1.1 shows the
typical stages of policy formulation, implementation, execution,
enforcement, and
evaluation. This process should not be viewed as linear as many
interactions are
necessary as well as interactions with all kind of stakeholders.
In policy-making
processes a vast amount of stakeholders are always involved,
which makes policy-
making complex.
Once a societal need is identified, a policy has to be formulated.
Politicians,
37. members of parliament, executive branches, courts, and interest
groups may be
involved in these formulations. Often contradictory proposals
are made, and the
impact of a proposal is difficult to determine as data is missing,
models cannot
citizen
s
Policy formulation
Policy
implementation
Policy
execution
Policy
enforcement and
evaluation
politicians
39. capture the complexity, and the results of policy models are
difficult to interpret and
even might be interpreted in an opposing way. This is further
complicated as some
proposals might be good but cannot be implemented or are too
costly to implement.
There is a large uncertainty concerning the outcomes.
Policy implementation is done by organizations other than those
that formulated
the policy. They often have to interpret the policy and have to
make implemen-
tation decisions. Sometimes IT can block quick implementation
as systems have
to be changed. Although policy-making is the domain of the
government, private
organizations can be involved to some extent, in particular in
the execution of policies.
Once all things are ready and decisions are made, policies need
to be executed.
During the execution small changes are typically made to fine
tune the policy formu-
lation, implementation decisions might be more difficult to
realize, policies might
40. bring other benefits than intended, execution costs might be
higher and so on. Typ-
ically, execution is continually changing. Evaluation is part of
the policy-making
process as it is necessary to ensure that the policy-execution
solved the initial so-
cietal problem. Policies might become obsolete, might not work,
have unintended
affects (like creating bureaucracy) or might lose its support
among elected officials,
or other alternatives might pop up that are better.
Policy-making is a complex process in which many stakeholders
play a role. In
the various phases of policy-making different actors are
dominant and play a role.
Figure 1.1 shows only some actors that might be involved, and
many of them are not
included in this figure. The involvement of so many actors
results in fragmentation
and often actors are even not aware of the decisions made by
other actors. This makes
it difficult to manage a policy-making process as each actor has
other goals and might
be self-interested.
41. Public values (PVs) are a way to try to manage complexity and
give some guidance.
Most policies are made to adhere to certain values. Public value
management (PVM)
represents the paradigm of achieving PVs as being the primary
objective (Stoker
2006). PVM refers to the continuous assessment of the actions
performed by public
officials to ensure that these actions result in the creation of PV
(Moore 1995). Public
servants are not only responsible for following the right
procedure, but they also have
to ensure that PVs are realized. For example, civil servants
should ensure that garbage
is collected. The procedure that one a week garbage is collected
is secondary. If it is
necessary to collect garbage more (or less) frequently to ensure
a healthy environment
then this should be done. The role of managers is not only to
ensure that procedures
are followed but they should be custodians of public assets and
maximize a PV.
There exist a wide variety of PVs (Jørgensen and Bozeman
42. 2007). PVs can be
long-lasting or might be driven by contemporary politics. For
example, equal access
is a typical long-lasting value, whereas providing support for
students at universities
is contemporary, as politicians might give more, less, or no
support to students. PVs
differ over times, but also the emphasis on values is different in
the policy-making
cycle as shown in Fig. 1.2. In this figure some of the values
presented by Jørgensen
and Bozeman (2007) are mapped onto the four policy-making
stages. Dependent on
the problem at hand other values might play a role that is not
included in this figure.
[email protected]
1 Introduction to Policy-Making in the Digital Age 5
Policy
formulation
45. reliable
flexible
fair
Fig. 1.2 Public values in the policy cycle
Policy is often formulated by politicians in consultation with
experts. In the PVM
paradigm, public administrations aim at creating PVs for society
and citizens. This
suggests a shift from talking about what citizens expect in
creating a PV. In this view
public officials should focus on collaborating and creating a
dialogue with citizens
in order to determine what constitutes a PV.
1.3 Developments
There is an infusion of technology that changes policy processes
at both the individual
and group level. There are a number of developments that
influence the traditional
46. way of policy-making, including social media as a means to
interact with the public
(Bertot et al. 2012), blogs (Coleman and Moss 2008), open data
(Janssen et al. 2012;
Zuiderwijk and Janssen 2013), freedom of information (Burt
2011), the wisdom
of the crowds (Surowiecki 2004), open collaboration and
transparency in policy
simulation (Wimmer et al. 2012a, b), agent-based simulation
and hybrid modeling
techniques (Koliba and Zia 2012) which open new ways of
innovative policy-making.
Whereas traditional policy-making is executed by experts, now
the public is involved
to fulfill requirements of good governance according to open
government principles.
[email protected]
6 M. Janssen and M. A. Wimmer
Also, the skills and capabilities of crowds can be explored and
can lead to better and
47. more transparent democratic policy decisions. All these
developments can be used for
enhancing citizen’s engagement and to involve citizens better in
the policy-making
process. We want to emphasize three important developments.
1.3.1 The Availability of Big and Open Linked Data (BOLD)
Policy-making heavily depends on data about existing policies
and situations to
make decisions. Both public and private organizations are
opening their data for use
by others. Although information could be requested for in the
past, governments
have changed their strategy toward actively publishing open
data in formats that are
readily and easily accessible (for example,
European_Commission 2003; Obama
2009). Multiple perspectives are needed to make use of and
stimulate new practices
based on open data (Zuiderwijk et al. 2014). New applications
and innovations can
be based solely on open data, but often open data are enriched
with data from other
sources. As data can be generated and provided in huge
48. amounts, specific needs for
processing, curation, linking, visualization, and maintenance
appear. The latter is
often denoted with big data in which the value is generated by
combining different
datasets (Janssen et al. 2014). Current advances in processing
power and memory
allows for the processing of a huge amount of data. BOLD
allows for analyzing
policies and the use of these data in models to better predict the
effect of new policies.
1.3.2 Rise of Hybrid Simulation Approaches
In policy implementation and execution, many actors are
involved and there are a
huge number of factors influencing the outcomes; this
complicates the prediction
of the policy outcomes. Simulation models are capable of
capturing the interdepen-
dencies between the many factors and can include stochastic
elements to deal with
the variations and uncertainties. Simulation is often used in
policy-making as an
instrument to gain insight in the impact of possible policies
49. which often result in
new ideas for policies. Simulation allows decision-makers to
understand the essence
of a policy, to identify opportunities for change, and to evaluate
the effect of pro-
posed changes in key performance indicators (Banks 1998; Law
and Kelton 1991).
Simulation heavily depends on data and as such can benefit
from big and open data.
Simulation models should capture the essential aspects of
reality. Simulation
models do not rely heavily on mathematical abstraction and are
therefore suitable
for modeling complex systems (Pidd 1992). Already the
development of a model
can raise discussions about what to include and what factors are
of influence, in this
way contributing to a better understanding of the situation at
hand. Furthermore,
experimentation using models allows one to investigate
different settings and the
influence of different scenarios in time on the policy outcomes.
[email protected]
50. 1 Introduction to Policy-Making in the Digital Age 7
The effects of policies are hard to predict and dealing with
uncertainty is a key
aspect in policy modeling. Statistical representation of real-
world uncertainties is
an integral part of simulation models (Law and Kelton 1991).
The dynamics asso-
ciated with many factors affecting policy-making, the
complexity associated with
the interdependencies between individual parts, and the
stochastic elements asso-
ciated with the randomness and unpredictable behavior of
transactions complicates
the simulations. Computer simulations for examining,
explaining, and predicting so-
cial processes and relationships as well as measuring the
possible impact of policies
has become an important part of policy-making. Traditional
models are not able to
address all aspects of complex policy interactions, which
indicates the need for the
51. development of hybrid simulation models consisting of a
combinatory set of models
built on different modeling theories (Koliba and Zia 2012). In
policy-making it can
be that multiple models are developed, but it is also possible to
combine various
types of simulation in a single model. For this purpose agent-
based modeling and
simulation approaches can be used as these allow for combining
different type of
models in a single simulation.
1.3.3 Ubiquitous User Engagement
Efforts to design public policies are confronted with
considerable complexity, in
which (1) a large number of potentially relevant factors needs to
be considered, (2) a
vast amount of data needs to be processed, (3) a large degree of
uncertainty may exist,
and (4) rapidly changing circumstances need to be dealt with.
Utilizing computational
methods and various types of simulation and modeling methods
is often key to
solving these kinds of problems (Koliba and Zia 2012). The
52. open data and social
media movements are making large quantities of new data
available. At the same time
enhancements in computational power have expanded the
repertoire of instruments
and tools available for studying dynamic systems and their
interdependencies. In
addition, sophisticated techniques for data gathering,
visualization, and analysis have
expanded our ability to understand, display, and disseminate
complex, temporal, and
spatial information to diverse audiences. These problems can
only be addressed from
a complexity science perspective and with a multitude of views
and contributions
from different disciplines. Insights and methods of complexity
science should be
applied to assist policy-makers as they tackle societal problems
in policy areas such
as environmental protection, economics, energy, security, or
public safety and health.
This demands user involvement which is supported by
visualization techniques and
which can be actively involved by employing (serious) games.
These methods can
53. show what hypothetically will happen when certain policies are
implemented.
[email protected]
8 M. Janssen and M. A. Wimmer
1.4 Combining Disciplines in E-government Policy-Making
This new field has been shaped using various names, including
e-policy-making,
digital policy science, computational intelligence, digital
sciences, data sciences,
and policy informatics (Dawes and Janssen 2013). The essence
of this field it that it
is
1. Practice-driven
2. Employs modeling techniques
3. Needs the knowledge coming from various disciplines
4. It focused on governance and policy-making
This field is practice-driven by taking as a starting point the
54. public policy problem and
defining what information is relevant for addressing the
problem under study. This
requires understanding of public administration and policy-
making processes. Next,
it is a key to determine how to obtain, store, retrieve, process,
model, and interpret the
results. This is the field of e-participation, policy-modeling,
social simulation, and
complex systems. Finally, it should be agreed upon how to
present and disseminate
the results so that other researchers, decision-makers, and
practitioners can use it.
This requires in-depth knowledge of practice, of structures of
public administration
and constitutions, political cultures, processes and culture and
policy-making.
Based on the ideas, the FP7 project EgovPoliNet project has
created an inter-
national community in ICT solutions for governance and policy-
modeling. The
“policy-making 2.0” LinkedIn community has a large number of
members from dif-
ferent disciplines and backgrounds representing practice and
55. academia. This book
is the product of this project in which a large number of persons
from various dis-
ciplines and representing a variety of communities were
involved. The book shows
experiences and advances in various areas of policy-making.
Furthermore, it contains
comparative analyses and descriptions of cases, tools, and
scientific approaches from
the knowledge base created in this project. Using this book,
practices and knowl-
edge in this field is shared among researchers. Furthermore, this
book provides the
foundations in this area. The covered expertise include a wide
range of aspects for so-
cial and professional networking and multidisciplinary
constituency building along
the axes of technology, participative processes, governance,
policy-modeling, social
simulation, and visualization. In this way eGovPoliNet has
advanced the way re-
search, development, and practice is performed worldwide in
using ICT solutions
for governance and policy-modeling.
56. Although in Europe the term “e-government policy” or “e-
policy,” for short, is
often used to refer to these types of phenomena, whereas in the
USA often the term
“policy informatics” is used. This is similar to that in the USA
the term digital
government is often used, whereas in Europe the term e-
government is preferred.
Policy informatics is defined as “the study of how information
is leveraged and efforts
are coordinated towards solving complex public policy
problems” (Krishnamurthy
et al. 2013, p. 367). These authors view policy informatics as an
emerging research
space to navigate through the challenges of complex layers of
uncertainty within
[email protected]
1 Introduction to Policy-Making in the Digital Age 9
governance processes. Policy informatics community has
created Listserv called
57. Policy Informatics Network (PIN-L).
E-government policy-making is closely connected to “data
science.” Data science
is the ability to find answers from larger volumes of
(un)structured data (Davenport
and Patil 2012). Data scientists find and interpret rich data
sources, manage large
amounts of data, create visualizations to aid in understanding
data, build mathemat-
ical models using the data, present and communicate the data
insights/findings to
specialists and scientists in their team, and if required to a
nonexpert audience. These
are activities which are at the heart of policy-making.
1.5 Overview of Chapters
In total 54 different authors were involved in the creation of
this book. Some chapters
have a single author, but most of the chapters have multiple
authors. The authors rep-
resent a wide range of disciplines as shown in Fig. 1.2. The
focus has been on targeting
five communities that make up the core field for ICT-enabled
58. policy-making. These
communities include e-government/e-participation, information
systems, complex
systems, public administration, and policy research and social
simulation. The com-
bination of these disciplines and communities are necessary to
tackle policy problems
in new ways. A sixth category was added for authors not
belonging to any of these
communities, such as philosophy and economics. Figure 1.3
shows that the authors
are evenly distributed among the communities, although this is
less with the chapter.
Most of the authors can be classified as belonging to the e-
government/e-participation
community, which is by nature interdisciplinary.
Foundation The first part deals with the foundations of the
book. In their Chap. 2
Chris Koliba and Asim Zia start with a best practice to be
incorporated in public
administration educational programs to embrace the new
developments sketched in
EGOV
59. IS
Complex Systems
Public Administration and
Policy Research
Social Simulation
other (philosophy, energy,
economics, )
Fig. 1.3 Overview of the disciplinary background of the authors
[email protected]
10 M. Janssen and M. A. Wimmer
this chapter. They identify two types of public servants that
need to be educated.
The policy informatics include the savvy public manager and
the policy informatics
60. analyst. This chapter can be used as a basis to adopt
interdisciplinary approaches and
include policy informatics in the public administration
curriculum.
Petra Ahrweiler and Nigel Gilbert discuss the need for the
quality of simulation
modeling in their Chap. 3. Developing simulation is always
based on certain as-
sumptions and a model is as good as the developer makes it.
The user community is
proposed to assess the quality of a policy-modeling exercise.
Communicative skills,
patience, willingness to compromise on both sides, and
motivation to bridge the
formal world of modelers and the narrative world of policy-
makers are suggested as
key competences. The authors argue that user involvement is
necessary in all stages
of model development.
Wander Jager and Bruce Edmonds argue that due to the
complexity that many
social systems are unpredictable by nature in their Chap. 4.
They discuss how some
61. insights and tools from complexity science can be used in
policy-making. In particular
they discuss the strengths and weaknesses of agent-based
modeling as a way to gain
insight in the complexity and uncertainty of policy-making.
In the Chap. 5, Erik Pruyt sketches the future in which different
systems modeling
schools and modeling methods are integrated. He shows that
elements from policy
analysis, data science, machine learning, and computer science
need to be combined
to deal with the uncertainty in policy-making. He demonstrates
the integration of
various modeling and simulation approaches and related
disciplines using three cases.
Modeling approaches are compared in the Chap. 6 authored by
Dragana Majs-
torovic, Maria A. Wimmer, Roy Lay-Yee, Peter Davis,and Petra
Ahrweiler. Like in
the previous chapter they argue that none of the theories on its
own is able to address
all aspects of complex policy interactions, and the need for
hybrid simulation models
62. is advocated.
The next chapter is complimentary to the previous chapter and
includes a com-
parison of ICT tools and technologies. The Chap. 7 is authored
by Eleni Kamateri,
Eleni Panopoulou, Efthimios Tambouris, Konstantinos
Tarabanis, Adegboyega Ojo,
Deirdre Lee, and David Price. This chapter can be used as a
basis for tool selecting
and includes visualization, argumentation, e-participation,
opinion mining, simula-
tion, persuasive, social network analysis, big data analytics,
semantics, linked data
tools, and serious games.
Social Aspects, Stakeholders and Values Although much
emphasis is put on mod-
eling efforts, the social aspects are key to effective policy-
making. The role of values
is discussed in the Chap. 8 authored by Andreas Ligtvoet,
Geerten van de Kaa, Theo
Fens, Cees van Beers, Paulien Herder, and Jeroen van den
Hoven. Using the case of
the design of smart meters in energy networks they argue that
63. policy-makers would
do well by not only addressing functional requirements but also
by taking individual
stakeholder and PVs into consideration.
In policy-making a wide range of stakeholders are involved in
various stages
of the policy-making process. Natalie Helbig, Sharon Dawes,
Zamira Dzhusupova,
Bram Klievink, and Catherine Gerald Mkude analyze five case
studies of stakeholder
[email protected]
1 Introduction to Policy-Making in the Digital Age 11
engagement in policy-making in their Chap. 9. Various
engagement tools are dis-
cussed and factors identified which support the effective use of
particular tools and
technologies.
The Chap. 10 investigates the role of values and trust in
64. computational models in
the policy process. This chapter is authored by Rebecca Moody
and Lasse Gerrits. The
authors found that a large diversity exists in values within the
cases. By the authors
important explanatory factors were found including (1) the role
of the designer of
the model, (2) the number of different actors (3) the level of
trust already present,
and (4) and the limited control of decision-makers over the
models.
Bureaucratic organizations are often considered to be inefficient
and not customer
friendly. Tjeerd Andringa presents and discusses a
multidisciplinary framework con-
taining the drivers and causes of bureaucracy in the Chap. 11.
He concludes that the
reduction of the number of rules and regulations is important,
but that motivating
workers to understand their professional roles and to learn to
oversee the impact of
their activities is even more important.
Crowdsourcing has become an important policy instrument to
65. gain access to
expertise (“wisdom”) outside own boundaries. In the Chap. 12,
Euripids Loukis
and Yannis Charalabidis discuss Web 2.0 social media for
crowdsourcing. Passive
crowdsourcing exploits the content generated by users, whereas
active crowdsourcing
stimulates content postings and idea generation by users.
Synergy can be created by
combining both approaches. The results of passive
crowdsourcing can be used for
guiding active crowdsourcing to avoid asking users for similar
types of input.
Policy, Collaboration and Games Agent-based gaming (ABG) is
used as a tool
to explore the possibilities to manage complex systems in the
Chap. 13 by Wander
Jager and Gerben van der Vegt. ABG allows for modeling a
virtual and autonomous
population in a computer game setting to exploit various
management and leadership
styles. In this way ABG contribute to the development of the
required knowledge on
how to manage social complex behaving systems.
66. Micro simulation focuses on modeling individual units and the
micro-level pro-
cesses that affect their development. The concepts of micro
simulation are explained
by Roy Lay-Yee and Gerry Cotterell in the Chap. 14. Micro
simulation for pol-
icy development is useful to combine multiple sources of
information in a single
contextualized model to answer “what if” questions on complex
social phenomena.
Visualization is essential to communicate the model and the
results to a variety
of stakeholders. These aspects are discussed in the Chap. 15 by
Tobias Ruppert,
Jens Dambruch, Michel Krämer, Tina Balke, Marco Gavanelli,
Stefano Bragaglia,
Federico Chesani, Michela Milano, and Jörn Kohlhammer. They
argue that despite
the significance to use evidence in policy-making, this is
seldom realized. Three
case studies that have been conducted in two European research
projects for policy-
modeling are presented. In all the cases access for nonexperts to
67. the computational
models by information visualization technologies was realized.
[email protected]
12 M. Janssen and M. A. Wimmer
Applications and Practices Different projects have been
initiated to study the best
suitable transition process towards renewable energy. In the
Chap. 16 by Dominik
Bär, Maria A. Wimmer, Jozef Glova, Anastasia
Papazafeiropoulou,and Laurence
Brooks five of these projects are analyzed and compared. They
please for transferring
models from one country to other countries to facilitate
learning.
Lyudmila Vidyasova, Andrei Chugunov, and Dmitrii Trutnev
present experiences
from Russia in their Chap. 17. They argue that informational,
analytical, and fore-
casting activities for the processes of socioeconomic
68. development are an important
element in policy-making. The authors provide a brief overview
of the history, the
current state of the implementation of information processing
techniques, and prac-
tices for the purpose of public administration in the Russian
Federation. Finally, they
provide a range of recommendations to proceed.
Urban policy for sustainability is another important area which
is directly linked
to the first chapter in this section. In the Chap. 18, Diego
Navarra and Simona Milio
demonstrate a system dynamics model to show how urban policy
and governance in
the future can support ICT projects in order to reduce energy
usage, rehabilitate the
housing stock, and promote sustainability in the urban
environment. This chapter
contains examples of sustainable urban development policies as
well as case studies.
In the Chap. 19, Tanko Ahmed discusses the digital divide
which is blocking
online participation in policy-making processes. Structuration,
69. institutional and
actor-network theories are used to analyze a case study of
political zoning. The
author recommends stronger institutionalization of ICT support
and legislation for
enhancing participation in policy-making and bridging the
digital divide.
1.6 Conclusions
This book is the first comprehensive book in which the various
development and disci-
plines are covered from the policy-making perspective driven by
ICT developments.
A wide range of aspects for social and professional networking
and multidisciplinary
constituency building along the axes of technology,
participative processes, gover-
nance, policy-modeling, social simulation, and visualization are
investigated. Policy-
making is a complex process in which many stakeholders are
involved. PVs can be
used to guide policy-making efforts and to ensure that the many
stakeholders have
an understanding of the societal value that needs to be created.
70. There is an infusion
of technology resulting in changing policy processes and
stakeholder involvement.
Technologies like social media provides a means to interact
with the public, blogs
can be used to express opinions, big and open data provide
input for evidence-based
policy-making, the integration of various types of modeling and
simulation tech-
niques (hybrid models) can provide much more insight and
reliable outcomes, gam-
ing in which all kind of stakeholders are involved open new
ways of innovative policy-
making. In addition trends like the freedom of information, the
wisdom of the crowds,
and open collaboration changes the landscape further. The
policy-making landscape
is clearly changing and this demands a strong need for
interdisciplinary research.
[email protected]
1 Introduction to Policy-Making in the Digital Age 13
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(2012a) Open collaboration in
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Empowering open and collaborative
governance. Technologies and methods for online citizen
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and tools to support stakeholder
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Chapter 2
Educating Public Managers and Policy Analysts
in an Era of Informatics
Christopher Koliba and Asim Zia
Abstract In this chapter, two ideal types of practitioners who
may use or cre-
ate policy informatics projects, programs, or platforms are
78. introduced: the policy
informatics-savvy public manager and the policy informatics
analyst. Drawing from
our experiences in teaching an informatics-friendly graduate
curriculum, we dis-
cuss the range of learning competencies needed for traditional
public managers and
policy informatics-oriented analysts to thrive in an era of
informatics. The chapter
begins by describing the two different types of students who
are, or can be touched
by, policy informatics-friendly competencies, skills, and
attitudes. Competencies
ranging from those who may be users of policy informatics and
sponsors of policy
informatics projects and programs to those analysts designing
and executing policy
informatics projects and programs will be addressed. The
chapter concludes with
an illustration of how one Master of Public Administration
(MPA) program with a
policy informatics-friendly mission, a core curriculum that
touches on policy infor-
matics applications, and a series of program electives that
allows students to develop
79. analysis and modeling skills, designates its informatics-oriented
competencies.
2.1 Introduction
The range of policy informatics opportunities highlighted in this
volume will require
future generations of public managers and policy analysts to
adapt to the oppor-
tunities and challenges posed by big data and increasing
computational modeling
capacities afforded by the rapid growth in information
technologies. It will be up
to the field’s Master of Public Administration (MPA) and
Master of Public Policy
(MPP) programs to provide this next generation with the tools
needed to harness the
wealth of data, information, and knowledge increasingly at the
disposal of public
C. Koliba (�)
University of Vermont, 103 Morrill Hall, 05405 Burlington, VT,
USA
e-mail: [email protected]
A. Zia
81. students who are, or can
be touched by, policy informatics-friendly competencies, skills,
and attitudes. Com-
petencies ranging from those who may be users of policy
informatics and sponsors of
policy informatics projects and programs to those analysts
designing and executing
policy informatics projects and programs will be addressed. The
chapter concludes
with an illustration of how one MPA program with a policy
informatics-friendly
mission, a core curriculum that touches on policy informatics
applications, and a
series of program electives that allows students to develop
analysis and modeling
skills, designates its informatics-oriented competencies.
2.2 Two Types of Practitioner Orientations to Policy
Informatics
Drawn from our experience, we find that there are two “ideal
types” of policy infor-
matics practitioner, each requiring greater and greater levels of
technical mastery of
analytics techniques and approaches. These ideal types are:
82. policy informatics-savvy
public managers and policy informatics analysts.
A policy informatics-savvy public manager may take on one of
two possible roles
relative to policy informatics projects, programs, or platforms.
They may play instru-
mental roles in catalyzing and implementing informatics
initiatives on behalf of their
organizations, agencies, or institutions. In the manner, they may
work with technical
experts (analysts) to envision possible uses for data,
visualizations, simulations, and
the like. Public managers may also be in the role of using policy
informatics projects,
programs, or platforms. They may be in positions to use these
initiatives to ground
decision making, allocate resources, and otherwise guide the
performance of their
organizations.
A policy informatics analyst is a person who is positioned to
actually execute
a policy informatics initiative. They may be referred to as
analysts, researchers,
83. modelers, or programmers and provide the technical assistance
needed to analyze
databases, build and run models, simulations, and otherwise
construct useful and
effective policy informatics projects, programs, or platforms.
To succeed in either and both roles, managers and analysts will
require a certain set
of skills, knowledge, or competencies. Drawing on some of the
prevailing literature
and our own experiences, we lay out an initial list of potential
competencies for
consideration.
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2 Educating Public Managers and Policy Analysts in an Era of
Informatics 17
2.2.1 Policy Informatics-Savvy Public Managers
To successfully harness policy informatics, public managers
will likely not need to
84. know how to explicitly build models or manipulate big data.
Instead, they will need
to know what kinds of questions that policy informatics projects
or programs can
answer or not answer. They will need to know how to contract
with and/or manage
data managers, policy analysts, and modelers. They will need to
be savvy consumers
of data analysis and computational models, but not necessarily
need to know how to
technically execute them. Policy informatics projects, programs,
and platforms are
designed and executed in some ways, as any large-scale,
complex project.
In writing about the stages of informatics project development
using “big data,”
DeSouza lays out project development along three stages:
planning, execution, and
postimplementation. Throughout the project life cycle, he
emphasizes the role of
understanding the prevailing policy and legal environment, the
need to venture into
coalition building, the importance of communicating the broader
opportunities af-
85. forded by the project, the need to develop performance
indicators, and the importance
of lining up adequate financial and human resources (2014).
Framing what traditional public managers need to know and do
to effectively
interface with policy informatics projects and programs requires
an ability to be a
“systems thinker,” an effective evaluator, a capacity to integrate
informatics into
performance and financial management systems, effective
communication skills,
and a capacity to draw on social media, information technology,
and e-governance
approaches to achieve common objectives. We briefly review
each of these capacities
below.
Systems Thinking Knowing the right kinds of questions that
may be asked through
policy informatics projects and programs requires public
managers to possess a “sys-
tems” view. Much has been written about the importance of
“systems thinking” for
public managers (Katz and Kahn 1978; Stacey 2001; Senge
86. 1990; Korton 2001).
Taking a systems perspective allows public managers to
understand the relationship
between the “whole” and the “parts.” Systems-oriented public
managers will possess
a level of situational awareness (Endsley 1995) that allows them
to see and under-
stand patterns of interaction and anticipate future events and
orientations. Situational
awareness allows public mangers to understand and evaluate
where data are coming
from, how best data are interpreted, and the kinds of
assumptions being used in
specific interpretations (Koliba et al. 2011). The concept of
system thinking laid out
here can be associated with the notion of transition management
(Loorbach 2007).
Process Orientations to Public Policy The capacity to view the
policy making and
implementation process as a process that involves certain levels
of coordination
and conflict between policy actors is of critical importance for
policy informatics-
savvy public managers and analysts. Understanding how data
87. are used to frame
problems and policy solutions, how complex governance
arrangements impact policy
implementation (Koliba et al. 2010), and how data visualization
can be used to
[email protected]
18 C. Koliba and A. Zia
facilitate the setting of policy agendas and open policy windows
(Kingdon 1984) is
of critical importance for public management and policy
analysts alike.
Research Methodologies Another basic competency needed for
any public manager
using policy informatics is a foundational understanding of
research methods, par-
ticularly quantitative reasoning and methodologies. A
foundational understanding of
data validity, analytical rigor and relevance, statistical
significance, and the like are
88. needed to be effective consumers of informatics. That said,
traditional public man-
agers should also be exposed to qualitative methods as well,
refining their powers of
observation, understanding how symbols, stories, and numbers
are used to govern,
and how data and data visualization and computer simulations
play into these mental
models.
Performance Management A key feature of systems thinking as
applied to policy
informatics is the importance of understanding how data and
analysis are to be
used and who the intended users of the data are (Patton 2008).
The integration of
policy informatics into strategic planning (Bryson 2011),
performance management
systems (Moynihan 2008), and ultimately woven into an
organization’s capacity to
learn, adapt, and evolve (Argyis and Schön 1996) are critically
important in this
vein. As policy informatics trends evolve, public managers will
likely need to be
exposed to uses of decision support tools, dashboards, and other
89. computationally
driven models and visualizations to support organizational
performance.
Financial Management Since the first systemic budgeting
systems were put in place,
public managers have been urged to use the budgeting process
as a planning and eval-
uation tool (Willoughby 1918). This approach was formally
codified in the 1960s
with the planning–programming–budgeting (PPB) system with
its focus on plan-
ning, managerial, and operational control (Schick 1966) and
later adopted into more
contemporary approaches to budgeting (Caiden 1981). Using
informative projects,
programs, or platforms to make strategic resource allocation
decisions is a necessary
given and a capacity that effective public managers must
master. Likewise, the pol-
icy analyst will likely need to integrate financial resource flows
and costs into their
projects.
Collaborative and Cooperative Capacity Building The
90. development and use of pol-
icy informatics projects, programs, or platforms is rarely, if
ever, undertaken as
an individual, isolated endeavor. It is more likely that such
initiatives will require
interagency, interorganizational, or intergroup coordination. It
is also likely that
content experts will need to be partnered with analysts and
programmers to com-
plete tasks and execute designs. The public manager and policy
analyst must both
possess the capacity to facilitate collaborative management
functions (O’Leary and
Bingham 2009).
Basic Communication Skills This perhaps goes without saying,
but the heart of any
informatics project lies in the ability to effectively
communicate findings and ideas
through the analysis of data.
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91. 2 Educating Public Managers and Policy Analysts in an Era of
Informatics 19
Social Media, Information Technology, and e-Governance
Awareness A final com-
petency concerns public managers’ capacity to deepen their
understanding of how
social media, Web-based tools, and related information
technologies are being em-
ployed to foster various e-government, e-governance, and
related initiatives (Mergel
2013). Placing policy informatics projects and programs within
the context of these
larger trends and uses is something that public managers must
be exposed to.
Within our MPA program, we have operationalized these
capacities within a four-
point rubric that outlines what a student needs to do to
demonstrate meeting these
standards. The rubric below highlights 8 of our program’s 18
capacities. All 18 of
these capacities are situated under 1 of the 5 core competencies
tied to the accred-
itation standards of the Network of Schools of Public Affairs
92. and Administration
(NASPAA), the professional accrediting association in the USA,
and increasingly in
other countries as well, for MPA and MPP programs. A
complete list of these core
competencies and the 18 capacities nested under them are
provided in Appendix of
this chapter.
The eight capacities that we have singled out as being the most
salient to the role
of policy informatics in public administration are provided in
Table 2.1. The rubric
follows a four-point scale, ranging from “does not meet
standard,” “approaches
standard,” “meets standard,” and “exceeds standard.”
2.2.2 Policy Informatics Analysts
A second type of practitioner to be considered is what we are
referring to as a “policy
informatics analyst.” When considering the kinds of
competencies that policy infor-
matics analysts need to be successful, we first assume that the
basic competencies
93. outlined in the prior section apply here as well. In other words,
effective policy in-
formatics analysts must be systems thinkers in order to place
data and their analysis
into context, be cognizant of current uses of decision support
systems (and related
platforms) to enable organizational learning, performance, and
strategic planning,
and possess an awareness of e-governance and e-government
initiatives and how they
are transforming contemporary public management and policy
planning practices.
In addition, policy analysts must possess a capacity to
understand policy systems:
How policies are made and implemented? This baseline
understanding can then be
used to consider the placement, purpose, and design of policy
informatics projects
or programs. We lay out more specific analyst capacities below.
Advanced Research Methods of Information Technology
Applications In many in-
stances, policy informatics analysts will need to move beyond
meeting the standard.
This is particularly true in the area of exceeding the public
94. manager standards for re-
search methods and utilization of information technology. It is
assumed that effective
policy informatics analysts will have a strong foundation in
quantitative methodolo-
gies and applications. To obtain these skills, policy analysts
will need to move beyond
basic surveys of research methods into more advanced research
methods curriculum.
[email protected]
20 C. Koliba and A. Zia
T
ab
le
2.
1
P
313. no
lo
gy
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2 Educating Public Managers and Policy Analysts in an Era of
Informatics 23
Competencies in advanced quantitative methods in which
students learn to clean and
manage large databases, perform advanced statistical tests,
develop linear regression
models to describe causal relationship, and the like are needed.
Capacity to work
across software platforms such as Excel, Statistical Package for
the Social Sciences
(SPSS), Analytica, and the like are important. Increasingly, the
capacity to triangu-
late different methods, including qualitative approaches such as
interviews, focus
groups, participant observations is needed.
314. Data Visualization and Design Not only must analysts be aware
of how these meth-
ods and decision support platforms may be used by practitioners
but also they must
know how to design and implement them. Therefore, we suggest
that policy infor-
matics analysts be exposed to design principles and how they
may be applied to
decision support systems, big data projects, and the like. Policy
informatics analysts
will need to understand and appreciate how data visualization
techniques are being
employed to “tell a story” through data.
Figure 2.1 provides an illustration of one student’s effort to
visualize campaign
donations to state legislatures from the gas-extraction (fracking)
industry undertaken
by a masters student, Jeffery Castle for a system analysis and
strategic management
class taught by Koliba.
Castle’s project demonstrates the power of data visualization to
convey a central
315. message drawing from existing databases. With a solid research
methods background
and exposure to visualization and design principles in class, he
was able to develop
an insightful policy informatics project.
Basic to Advanced Programming Language Skills Arguably,
policy informatics ana-
lysts will possess a capacity to visualize and present data in a
manner that is accessible.
Increasingly, web-based tools are being used to design user
interfaces. Knowledge
of JAVA and HTML are likely most helpful in these regards. In
some instances,
original programs and models will need to be written through
the use of program-
ming languages such as Python, R, C++, etc. The extent to
which existing software
programs, be they open source or proprietary, provide enough
utility to execute pol-
icy informatics projects, programs, or platforms is a continuing
subject of debate
within the policy informatics community. Exactly how much
and to what extent spe-
cific programming languages and software programs are needing
316. to be mastered is
a standing question. For the purposes of writing this chapter, we
rely on our current
baseline observations and encourage more discussion and debate
about the range of
competencies needed by successful policy analysts.
Basic to More Advanced Modeling Skills More advanced policy
informatics analysts
will employ computational modeling approaches that allow for
the incorporation of
more complex interactions between variables. These models
may be used to capture
systems as dynamic, emergent, and path dependent. The outputs
of these models
may allow for scenario testing through simulation (Koliba et al.
2011). With the
advancement of modeling software, it is becoming easier for
analysts to develop
system dynamics models, agent-based models, and dynamic
networks designed to
simulate the features of complex adaptive systems. In addition,
the ability to manage
and store data and link or wrap databases is often necessary.
317. [email protected]
24 C. Koliba and A. Zia
Fig. 2.1 Campaign contributions to the Pennsylvania State
Senate and party membership. The
goal of this analysis is to develop a visualization tool to
translate publically available campaign
contribution information into an easily accessible, visually
appealing, and interactive format. While
campaign contribution data are filed and available to the public
through the Pennsylvania Department
of State, it is not easily synthesized. This analysis uses a
publically available database that has been
published on marcellusmoney.org. In order to visualize the data,
a tool was used that allows for
the creation of a Sankey diagram that is able to be manipulated
and interacted within an Internet
browser. A Sankey diagram visualizes the magnitude of flow
between the nodes of a network (Castle
2014)
The ability of analysts to draw on a diverse array of methods
318. and theoretical
frameworks to envision and create models is of critical
importance. Any potential
policy informatics project, program, or platform will be enabled
or constrained by the
modeling logic in place. With a plurality of tools at one’s
disposal, policy informatics
analysts will be better positioned to design relevant and
legitimate models.
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2 Educating Public Managers and Policy Analysts in an Era of
Informatics 25
Fig. 2.2 End-stage renal disease (ESRD) system dynamics
population model. To provide clinicians
and health care administrators with a greater understanding of
the combined costs associated with
the many critical care pathways associated with ESRD, a system
dynamics model was designed to
simulate the total expenses of ESRD treatment for the USA, as
well as incidence and mortality rates