Chapter © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. 15 Leadership and Management Behavior in Multinational Companies © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. Learning Objectives (1 of 3) • Know the characteristics of global business leadership. • Describe traditional North American models of leadership, including trait theory, behavioral approaches, and contingency theory. • Explain the Japanese performance-maintenance model. • Apply the cultural-contingency model of leadership © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. Learning Objectives (2 of 3) • Develop sensitivity to national cultural differences in preferred leadership traits and effective leadership behaviors. • Discuss how national culture affects the choice of leader influence tactics. • Discuss how national culture influences subordinates’ expectations regarding appropriate behaviors and the traits of leaders. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. Learning Objectives (3 of 3) • Explain the role of transformational leadership in multinational settings. • Understand how national culture affects a leader’s attributions regarding subordinates’ behaviors. • Diagnose cultural situations and suggest appropriate leadership styles to fit them. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. Leadership • The GLOBE’s universal definition of Leadership: • “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members.” • Effective multinational leadership is more challenging than being a good domestic leader. • Widely different leadership styles may be equally effective in reaching goals in various cultures. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. Global Leadership: The New Breed • The Global Leader must have the skills and abilities to interact with and manage people from diverse cultural backgrounds in their multinational organization. • Characteristics of a global leader: • Cosmopolitan • Skilled at intercultural communication • Culturally sensitive • Capable of rapid acculturation © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible we bsite, in whole or in part. ...

1. Chapter
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
15
Leadership and Management
Behavior in Multinational
Companies
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Learning Objectives (1 of 3)
• Know the characteristics of global business leadership.
• Describe traditional North American models of
leadership, including trait theory, behavioral
approaches, and contingency theory.
• Explain the Japanese performance-maintenance
model.

2. • Apply the cultural-contingency model of leadership
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Learning Objectives (2 of 3)
• Develop sensitivity to national cultural differences in
preferred leadership traits and effective leadership
behaviors.
• Discuss how national culture affects the choice of
leader influence tactics.
• Discuss how national culture influences subordinates’
expectations regarding appropriate behaviors and the
traits of leaders.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Learning Objectives (3 of 3)
• Explain the role of transformational leadership in

3. multinational settings.
• Understand how national culture affects a leader’s
attributions regarding subordinates’ behaviors.
• Diagnose cultural situations and suggest appropriate
leadership styles to fit them.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Leadership
• The GLOBE’s universal definition of Leadership:
• “the ability of an individual to influence, motivate, and
enable others to contribute toward the effectiveness
and success of the organizations of which they are
members.”
• Effective multinational leadership is more challenging
than being a good domestic leader.
• Widely different leadership styles may be equally
effective in reaching goals in various cultures.

4. © 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Global Leadership:
The New Breed
• The Global Leader must have the skills and abilities to
interact with and manage people from diverse cultural
backgrounds in their multinational organization.
• Characteristics of a global leader:
• Cosmopolitan
• Skilled at intercultural communication
• Culturally sensitive
• Capable of rapid acculturation
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Global Leadership:
Characteristics
• Characteristics of a global leader: (cont’d)

5. • A facilitator of subordinates’ intercultural
performance
• A user of cultural synergy
• A promoter and user of the growing world culture
• Emotionally intelligent
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Three Classic Models:
A Vocabulary of Leadership
• The three basic models of leadership entail:
• Leadership traits
• Leadership behavior
• Contingency leadership
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Leadership Traits (1 of 2)

6. • Are leaders born or made?
• The Great-Person Theory is the idea that leaders are
born with unique characteristics that make them quite
different from ordinary people.
• Contemporary views of leadership traits do not assume
that leaders are born.
• Although leaders are different, aspiring leaders can
achieve this difference by training and experience.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Leadership Traits (2 of 2)
• In the U.S., successful leaders exhibit:
• High intelligence & self-confidence
• Great initiative
• Assertiveness & persistence
• A great desire for responsibility and the opportunity
to influence others

7. • A high awareness of the needs of others
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
U.S. Perspectives:
Leadership Behaviors (1 of 2)
• Although leaders have different traits than
subordinates, traits alone do not make a leader.
• The behaviors leaders use to manage employees may
be more important.
• Classic U.S. studies of leadership reveal two types:
• A task-centered leader gives specific directions to
subordinates so that they can complete tasks.
• A person-centered leader focuses on meeting the
social and emotional needs of employees.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
U.S. Perspectives:

8. Leadership Behaviors (2 of 2)
• The distinction between task-centered and person-
centered also applies to how leaders make decisions:
• Leaders who adopt an autocratic leadership style
make all major decisions themselves.
• Those who employ a democratic leadership style
delegate the decision-making to subordinates.
• The consultative and participative leadership styles
falls midway between the autocratic and democratic
styles.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.1:
Likert’s Four Styles of Management
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Japanese Perspectives:

9. Performance Maintenance Theory
(1 of 2)
• The Performance-Maintenance (PM) Theory of
leadership represents a Japanese perspective,
balancing task- and person-centered leader
behaviors
• Has two dimensions
• Performance (similar to task-centered)
• Maintenance (similar to person-centered)
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Japanese Perspectives:
Performance Maintenance Theory
(1 of 2)
• There are two components of performance function:
• Planning component: the leader works for or with
subordinates to develop work procedures
• Pressure component: the leader then pressures
employees to put forth more effort and to do good

10. work
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Contingency Theories
• The Contingency Theories assume that the appropriate
style and leader depends on the situation.
• Successful leaders choose leadership style based on
situations.
• There are two North American contingency theories of
leadership:
• Fiedler’s theory of leadership
• Path-goal theory
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Fiedler’s Theory of Leadership
(1 of 2)

11. • Fiedler’s Theory of Leadership holds that managers
tend to be either task- or person-centered leaders.
• Success depends on three contingencies or
characteristics of work situation:
• The relationship between leader and subordinates
• The degree to which subordinates’ tasks are clearly
defined
• The officially granted power of the leader
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Fiedler’s Theory of Leadership
(2 of 2)
• Effective leadership occurs when the leadership style
matchs the situation.
• Fiedler’s Theory suggests that task-centered
leadership works best in situations that are either
favorable or unfavorable for a leader.
• Person-centered leadership works best in situations
that are not clearly favorable or unfaborable.

12. © 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.2:
Predictions of Leader Effectiveness
under Different Conditions
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Path-Goal Theory
• Using Path-Goal Theory, a leader might adopt one of
four leadership styles, depending on the situation.
These four styles are:
• Directive (give subordinates specific goals)
• Supportive (show concern for their needs)
• Participative (consult with them and encourage)
• Achievement-oriented (set goals and reward goal
accomplishments)
© 2013 Cengage Learning. All Rights Reserved. May not be

13. scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.3:
A Simplified Model of Path-Goal Theory
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Path-Goal Theory:
Key Suggestions
• When subordinates have high achievement needs,
adopt the achievement-oriented style.
• For subordinates with high social needs, adopt the
supportive leadership style.
• When the job is unstructured, adopt a directive style or
an achievement-oriented style.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Traits, Behaviors & Contingencies
• Leaders have a variety of behaviors they can use to

14. get the job done.
• Most experts now believe that no one leadership trait
or behavior works best in all situations.
• A successful leader must diagnose the situation, pick
the behaviors and develop the leadership traits that fit
best.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
National Context Contingency
Model of Leadership (1 of 2)
• Successful leadership in multinational companies
requires that managers adjust their leadership styles to
fit different situations.
• Learn what local managers do to lead successfully
in their own countries.
• Use that knowledge to modify your leadership style
appropriately.

15. © 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
National Context Contingency
Model of Leadership (2 of 2)
• In a multinational setting, these components are all
affected by the national context:
• Leader behaviors & traits
• Subordinates characteristics
• Work setting
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.4:
National-Context Contingency Model
of Leadership
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Leadership Traits and Behaviors

16. in the National Context
• People prefer certain traits and behaviors in their
leaders depending on their cultural backgrounds,
though some behaviors & traits are cultural universals.
• GLOBE (Global Leadership and Organizational
Behavior Effectiveness) conducted cross-national
research of 60 nations on differences in leadership.
• Their study contains insights that can help a manager
develop leadership styles to navigate successfully
through a maze of cultural settings.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.5
Culture-Free Positively and Negatively
Regarded Leadership Traits & Behaviors
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.

17. Exhibit 15.6:
GLOBE’s Study Clusters and
Countries Included in Each Cluster
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.7:
Culturally Contingent Beliefs
Regarding Effective Leadership Styles
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.7: (cont’d)
Culturally Contingent Beliefs
Regarding Effective Leadership Styles
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
GLOBE Findings
• Leadership styles vary by country.
• Team-oriented leaders preferred in Latin European,

18. East European and Southern Asian societies.
• Participative leaders are preferred by Anglo, Nordic
European, and Germanic European cultures.
• Humane leaders preferred in Southern Asian cultures.
• All agreed that autonomous leaders and self-protective
leaders universally impeded leadership.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
National Context and Preferred
Leader Influence Tactics
• Influence Tactics are tactical behaviors leaders use to
influence subordinates.
• U.S managers favor seven influence tactics
• Assertiveness
• Friendliness
• Reasoning
• Bargaining
• Sanctioning

19. • Appeals to a higher authority
• Coalitions
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.8:
Preferred Leader Influence Tactics
in Four Countries
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
National Context and
Subordinates’ Expectations (1 of 2)
• The national context affects Subordinates’
Expectations: what leaders “should” do and what they
may or may not do.
• Power distance has profound effects on expectations:
• In high power-distance countries, autocratic
leadership is expected.
• In low power-distance countries, the leader should

20. forego status symbols, & involve subordinates in
decision-making.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.9:
Subordinates’ Expectations
under Three Levels of Power Distance
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
National Context and
Subordinates’ Expectations (2 of 2)
• Other cultural values affect subordinates’ expectations:
• Strong masculinity norms lead to the acceptance of
more authoritarian leadership
• Strong uncertainty-avoidance norms lead
subordinates to expect the leader to provide more
detail in directions

21. © 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Contemporary Leadership
Perspectives:
Multinational Implications
• There are two contemporary approaches to leadership:
• Transformational Leadership
• Attribution Approach
• The GLOBE study found that Transformational
Leadership was considered superior in almost all
societies.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Transformational Leaders (1 of 2)
• The Transformational Leader:
• Articulates a vision
• Breaks from the status quo

22. • Provides goals and a plan
• Gives meaning or a purpose to goals
• Takes risks
• Is motivated to lead
• Builds a power base
• Demonstrates high ethical and moral standards
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Transformational Leaders (2 of 2)
• Transformational leaders succeed because
subordinates respond to them with high levels of
performance, personal devotion, reverence,
excitement about leader’s ideas, and willingness to
sacrifice for the good of the company
• Transformational Leaders go beyond Transactional
Leadership which uses punishment and rewards.
• The same leadership traits may not lead to

23. transformational leadership in all countries.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Attributions and Leadership (1 of 2)
• The attributional approach to leadership emphasizes
the leader’s attributions regarding the causes of
subordinates’ behaviors.
• In determining how to respond to a subordinate’s
behavior, the leader makes two key distinctions:
• External attribution: factors outside the person and
beyond the person’s control (illness); or
• Internal attribution: characteristics of the person
(e.g., personality, motivation, low ability, etc.)
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Attributions and Leadership (2 of 2)

24. • Once leader makes an attribution, the leader responds
to the subordinate based on that assumption.
• Internal attribution : behavior corrected or rewarded
• External attribution: modify the work environment
• Fundamental attribution error: an assumption by a
manager that people behave in certain ways because
of internal motivations, rather than outside factors
• Successful leaders make the correct attributions.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Getting the Results: Should
You Do What Works at Home?
• The contingency view of leadership suggests that
managers cannot assume that successful home
leadership styles or traits will result in equally
successful leadership in a foreign country.
• Managers need to modify and adapt leadership styles
to be congruent with the cultural setting.

25. • Without adequate cross-cultural training, expatriates
may continue to apply their previously successful home
style leadership in international settings.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.10: Leadership Behavior and
Job Performance of U.S. Managers in
U.S. & Hong Kong
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
The Cultural Context and
Suggested Leadership Styles
• Because of the extreme variability among cultures and
nations, there are few prescriptive theories of
multicultural leadership.
• But there may be some general recommendations
based on research re power distance & uncertainty:

26. • In high power distance cultures, behave more
autocratically.
• In high uncertainty cultures, remove ambiguity from
the work setting.
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Exhibit 15.11:
National Culture and Recommended
Leadership Styles
© 2013 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
we bsite, in whole or in part.
Summary
• All multinational managers should strive to become
global leaders.
• Chapter 15 provides important information on the
nature of leadership and understanding of leadership
in the international setting.

27. • The Chapter also reviews classic leadership theories
and applies them to the international settings.
• Effective leadership is essential for the success of the
multinational company.
HS450 Unit 7 Assignment
Techniques and Tools for Strategic Management in Healthcare
Course outcome assessed in this Assignment:
● HS450-4: Apply tools and techniques in the management of
quality and performance
in a healthcare setting.
Unit Outcomes
● Explain how regulations impact health care organizations.
● Describe the policy and operational context of health care
regulations.
● Explain how regulatory compliance will affect health care
organizations’ strategic decision
making.

28. ● Formulate strategies to ensure regulatory compliance.
Instructions
You have been appointed as lead project manager for the
implementation of a new EHR system in
a large multi- campus hospital system. The CEO and Board of
Directors have asked you to provide
information regarding the methods by which you will ensure
successful adoption of the new
information system. Please follow the instructions below in
completion of this assignment.
Part
Competency
Assessed
Instruction
1
Apply quality
management

29. tools.
Demonstrate the quality management tools that could be used as
process control techniques. Select three (2) quality management
tools (e.g., control charts, Pareto charts, fishbone diagrams) and
interpret their use for the CEO and Board of Directors. Provide
a
visual example for each tool used. Discuss the relationship
between
quality management and how changes in health care regulations
impact internal policies, processes, and organizational structure.
2
Construct
performance
management
measures.
Develop a plan to measure and management performance during
the transition to the new EHR by preparing an executive
summary

30. on at least two (2) benchmarking techniques (e.g., productivity
standards, report cards, dashboards, etc.). Provide a visual
example for each technique used. Discuss the relationship
between
benchmarking and how changes in health care regulations
impact
internal policies, processes, and organizational structure.
3
Demonstrate
workflow concepts.
Demonstrate workflow concepts that would assist in managing
the transition to the new EHR system. Examine at least two (2)
workflow concepts (e.g., use cases, top down diagrams,
swimlane diagrams, etc.) and provide a visual example of each.
Discuss the relationship between workflow concepts and how
changes in health care regulations impact internal policies,

31. processes, and organizational structure.
4
Apply project
management
techniques to ensure
efficient workflow and
appropriate outcomes.
Demonstrate project management techniques that you would use
for the EHR transition — ensuring efficient workflow and
appropriate outcomes. Select at least two (2) techniques (e.g.,
Gantt charts, benchmarking, risk analysis) for interpretation.
Please provide an example of each and place in an executive
summary. Discuss the relationship between project management
techniques.
Assignment Requirements

32. ● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in
length.
● Quoting should be less than 10% of the entire paper.
Paraphrasing is necessary.
● Students must cite and reference at least 4 credible sources
from the KU Library.
Submit your work to the appropriate Dropbox.
Assignment Guide for the
HS450 - Unit 7 Assignment
Techniques and Tools for Project Management in Healthcare
Grading
Criteria
Topics to
Study
Suggested Resources
Part 1:

33. Student has
applied quality
management
tools.
Control charts
pareto charts
fishbone diagrams
statistical process
control techniques
Chapter 26 in Health
Information Management by
Latour, et al. (2013)
Part 2: Benchmarking “Functions and Principles of
http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=tr
ue&db=nlebk&AN=667492&site=eds-
live&ebv=EB&ppid=pp_795
http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=tr
ue&db=nlebk&AN=667492&site=eds-
live&ebv=EB&ppid=pp_689

34. Student has
constructed
performance
management
measures.
techniques (e.g.,
productivity
standards, report
cards, and
dashboards)
Management,” Pages 689–694
in Health Information
Management by Latour, et al.
(2013)
“Types of Performance
Dashboards” in Performance
Dashboards: Measuring,
Monitoring, and Managing Your

35. Business, Second Edition by
Wayne Eckerson (2011)
“Takt Time” in Today’s Lean!
It’s all about workflow by
Ptacek (2011)
“Chapter 3” Fundamentals of
Strategic Planning in
Essentials of Strategic
Planning in Healthcare by
Harrison (2016)
Part 3:
Student has
demonstrated
workflow
concepts.
Use cases
Top down

36. diagrams
Swimlane
diagrams
“Chapter 26” in Health
Information Management by
Latour, et al. (2013)
Part 4:
Student has
applied
project
management
techniques to
ensure
efficient
workflow and
appropriate
outcomes.
Gantt Charts

37. Benchmarking
risk analysis tools
“Chapter 26” in Health
Information Management by
Latour, et al. (2013)
“Investigation Techniques” in
Business Analysis by Paul
(2010)
http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=tr
ue&db=nlebk&AN=667492&site=eds-
live&ebv=EB&ppid=pp_689
http://library.books24x7.com.lib.kaplan.edu/assetviewer.aspx?b
ookid=40767&chunkid=534878703&rowid=228
http://library.books24x7.com.lib.kaplan.edu/assetviewer.aspx?b
ookid=40767&chunkid=534878703&rowid=228
http://library.books24x7.com.lib.kaplan.edu/assetviewer.aspx?b
ookid=57112&chunkid=334614993&noteMenuToggle=0&leftM
enuState=1
http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=tr
ue&db=nlebk&AN=667492&site=eds-
live&ebv=EB&ppid=pp_795

38. http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=tr
ue&db=nlebk&AN=667492&site=eds-
live&ebv=EB&ppid=pp_795
http://library.books24x7.com.lib.kaplan.edu/assetviewer.aspx?b
ookid=41313&chunkid=488354014
AHIMA CEE Curriculum Mapping
Domain Subdomain Competency
Domain III.
Informatics, Analytics
and Data Use
Subdomain III.H. Information
Integrity and Data Quality
3. Apply quality management tools
Domain VI. Leadership
Subdomain VI.C. Work
Design and Process
Improvement

39. 2. Construct performance management
measures
Domain VI. Leadership
Subdomain VI.C. Work
Design and Process
Improvement
3. Demonstrate workflow concepts
Domain VI. Leadership
Subdomain VI.I. Project
Management
3. Apply project management
techniques to ensure efficient workflow
and appropriate outcomes