23Health Professions Press, Inc.Post Off.docx

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Health Professions Press, Inc.
Post Office Box 10624
Baltimore, Maryland 21285-0624
www.healthpropress.com
Copyright © 2017 by Health Professions Press, Inc.
All rights reserved.
Manufactured in the United States of America by Versa Press,
East Peoria, Illinois.
Cover and interior designs by Erin Geoghegan.
Typeset by Absolute Service, Inc., Towson, MD.
This casebook can be used alone or in conjunction with other
texts. To help
instructors use the cases most effectively in the classroom, the
editors have
prepared an instructor’s guide, Instructor’s Manual for Cases in
Health Services
Management, available to faculty as a downloadable PDF file
from Health

Professions Press (see website and address above or call 1-888-
337-8808 or 1-410-
337-9585). Cases in Health Services Management can also be
used in conjunction
with the textbook, Managing Health Services Organizations and
Systems, also
published by Health Professions Press.
The cases presented in this volume are based on the case
authors’ field research in
a specific organization or are composite cases based on
experiences with several
organizations. In most instances, the names of organizations and
individuals and
identifying details have been changed. Cases are intended to
stimulate discussion
and analysis and are not meant to reflect positively or
negatively on actual persons
or organizations.
Library of Congress Cataloging-in-Publication Data
Names: Darr, Kurt, editor. | Farnsworth, Tracy J., editor. |
Myrtle, Robert C.,
editor.
Title: Cases in health services management / edited by Kurt
Darr, Tracy J.
Farnsworth, Robert C. Myrtle.
Description: Sixth edition. | Baltimore : Health Professions
Press, Inc., [2017] |
Preceded by: Cases in health services management / edited by
Jonathon S.
Rakich, Beaufort B. Longest, Kurt Darr. 5th ed. c2010. |
Includes bibliographical

4
http://www.healthpropress.com
references. | Description based on print version record and CIP
data provided by
publisher; resource not viewed.
Identifiers: LCCN 2017008811 (print) | LCCN 2017010156
(ebook) | ISBN
9781938870736 (epub) | ISBN 9781938870620 (pbk.)
Subjects: | MESH: Hospital Administration | Health Services
Administration |
Total Quality Management | Organizational Case Studies |
United States
Classification: LCC RA971 (ebook) | LCC RA971 (print) | NLM
WX 150 | DDC
362.10973—dc23
LC record available at https://lccn.loc.gov/2017008811
British Library Cataloguing-in-Publication data are available
from the British
Library.
5
https://www.lccn.loc.gov/2017008811
To the Alumni of the GWU MHA Program
(Dedication of Dr. Darr)

To my wife, Michelle;
parents Karl and Jackie;
and children, Lindsey (Dan), Taylor (Jill), Rachel (Steven), and
Dallin
(Dedication of Dr. Farnsworth)
To my students, who made this work possible
(Dedication of Dr. Myrtle)
6
Additional titles on healthcare management and
administration
Managing Health Services Organizations and Systems (Sixth
Edition)
Ethics in Health Services Management (Sixth Edition)
Climbing the Healthcare Management Ladder: Career Advice
from
the Top on How to Succeed
Superior Productivity in Healthcare Organizations: How to Get
It,
How to Keep It (Second Edition)
Becoming an Effective Leader in Healthcare Management: The
12
Essential Skills (Second Edition)

7
http://www.amazon.com/dp/B00J8UH3LW?tag=inscdigi04-20
https://www.amazon.com/Ethics-Health-Services-Management-
Sixth-
ebook/dp/B07JMLX52C/ref=sr_1_1_twi_kin_1?ie=UTF8&qid=1
545241676&sr=8-1&keywords=9781938870811
https://www.amazon.com/Climbing-Healthcare-Management-
Ladder-Succeed-
ebook/dp/B00X4G501Q/ref=sr_1_1_twi_kin_1?ie=UTF8&qid=1
545845644&sr=8-1&keywords=9781938870194
https://www.amazon.com/s/ref=nb_sb_noss?url=search-
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https://www.amazon.com/Becoming-Effective-Leader-
Healthcare-Management-
ebook/dp/B0767Q2FHY/ref=sr_1_1_twi_kin_1?ie=UTF8&qid=1
545846357&sr=8-1&keywords=9781938870750
Contents
About the Editors
Contributors
Preface
Acknowledgments
Introduction
PART I POLICY ENVIRONMENT OF HEALTH SERVICES
DELIVERY
1 Carilion Clinic
Alexandra Piriz Mookerjee and Kurt Darr
Led by a new CEO, the efforts of a mid-Atlantic acute care
hospital
to develop a vertically integrated, clinic-driven health services
system

result in allegations of antitrust, excessive healthcare costs,
disruption
of physician referral patterns, and use of harsh collection
practices,
all of which cause a negative reaction in its service area.
2 Flu Vaccine
Mary K. Feeney and Abigail Peterman
Flu vaccine shortages in 2004–2005 caused by a major
manufacturer’s problems with quality control result in federal
and
state efforts to secure supplies of the vaccine and raise public
policy
and resource-allocation issues that users can role-play in three
scenarios.
3 Merck’s Crixivan
Kimberly A. Rucker, Nora G. Albert, and Kurt Darr
A pharmaceutical manufacturer encounters significant negative
stakeholder reaction to its introduction of a new medication for
the
human immunodeficiency virus despite having met expectations
for
clinical rigor and carefully assessing stakeholders and the
external
environment.
8
4 Pineridge Quality Alliance: A Case Study in Clinical
Integration
and Population Health
Tracy J. Farnsworth
A new CEO urges his board to move toward becoming an

accountable care organization and promoting regional
population
health, which demands choosing among three common
approaches to
navigating the challenges and opportunities of developing a
clinically
integrated network.
5 Hawaii Health Systems Corporation: The Politics of Public
Health Systems Governance
Earl G. Greenia
A healthcare executive facing continual public policy
restructuring of
Hawaii’s Health Systems Corporation must develop strategic
options
for his board to consider in response to this environmental
uncertainty.
PART II STRATEGIC MANAGEMENT
6 Riviera Medical Center
Michael J. King and Robert C. Myrtle
The CEO of a 350-bed hospital explores strategic alternatives to
enhance its financial situation and reputation by asking the
hospital
board to approve a worksite wellness program to be marketed to
area
companies to improve workers’ health and decrease employers’
healthcare costs.
7 Edgewood Lake Hospital: Leadership in a Rural Healthcare
Facility During Challenging Economic Times
Brent C. Pottenger, Douglas Archer, Stephen Cheung, and
Robert C.
Myrtle
The new CEO of a 30-bed, not-for-profit rural hospital faces a

turnaround situation to make the hospital profitable after 3
years of
losses. Problems include challenging payer mix, employee
overstaffing, and difficulty recruiting physicians.
8 Klamath Care: Targeting and Managing Growth and
Company-
Wide Development
Tracy J. Farnsworth, Leigh W. Cellucci, and Carla Wiggins
9
The CEO of a growing system of urgent care centers recounts
the
organization’s development over a decade while considering
strategies and options for future growth in an increasingly
crowded
marketplace with an analysis that uses financial, market share,
and
demographic data.
9 Hospital Consolidation
Tracy J. Farnsworth
This case focuses on the relationship healthcare providers have
with
their local and regional markets and the need to balance
organization
and community interests when making decisions that affect the
healthcare marketplace.
10 Service Area Management
Tracy J. Farnsworth
Users are challenged to analyze, prioritize, and use disparate
information common to a dynamic and competitive healthcare

marketplace as part of an organization’s strategic planning and
marketing processes.
11 Western Healthcare Systems: A Healthcare Delivery
Continuum
Robert C. Myrtle
Western Healthcare Systems was creating an integrated delivery
system when an opportunity to acquire a large multispecialty
group
arose, but it may be imprudent to proceed because of hospital
and
multispecialty group physician resistance.
PART III ORGANIZATIONAL MANAGEMENT
12 Hartland Memorial Hospital: Part 1, In-Box and
Prioritization
Exercise
Kent V. Rondeau, John E. Paul, and Jonathon S. Rakich
The VP for nursing services of a 285-bed for-profit hospital
must
decide what actions to take regarding her in-box, which
includes e-
mail, correspondence, and phone messages that communicate
various
challenges, such as two angry nurses, a wandering patient, staff
shortages, and increasing numbers of OR infections.
Emphasizes
priority setting, decision making, and delegation.
13 Bad Image Radiology Department
10

Kurt Darr
Management of a community hospital is unwilling to recognize
and
address major problems in its radiology department, which is
directed
by a radiologist whose disruptive behavior and preoccupation
with
income and stock market speculation have diminished the
quality of
radiograph readings with tragic results.
14 Westmount Nursing Homes: Implementing a Continuous
Quality
Improvement Initiative
Kent V. Rondeau
The future of a total quality management initiative is threatened
when
the CEO has to overcome more than the expected barriers and
pitfalls
in a chain of seven nursing homes and the initiative becomes
entangled in negotiations with the union representing nurses.
15 District Hospital: A Lesson in Governance
Cynthia Mahood Levin and Kurt Darr
A tax district community hospital has major problems with its
governance structure because of historical animosities among
internal
stakeholders, medical staff politics, weak and ambivalent senior
management, and a disruptive member of the medical staff who
has
ambitions to attain major power in the hospital.
16 Restructuring Decision Making at Holy Family Hospital:
Overcoming Resistance to a Shared Governance Program
Kent V. Rondeau
A change initiative introduced to democratize decision making

and
improve clinical care in a healthcare organization is met with
staff
suspicion, derision, and resistance.
PART IV ORGANIZATIONAL EFFECTIVENESS
17 Attica Memorial Hospital: The Ingelson Burn Center
Bonnie Eng-Suess and Robert C. Myrtle
After the merger of two hospitals, planning must include how to
consolidate duplicated services and realign units, including a
burn
center, while considering the center’s financing and community
and
organizational impact.
11
18 Pediatric Dental Care Center
Eleanor Lin
A not-for-profit pediatric dental care center that has struggled
financially for years as it serves a Medicaid population is
offered the
opportunity to become part of a federally qualified health
center, but
to do so requires expanding services and significantly changing
its
governance structure.
19 Radical Innovation on the Idaho Frontier: Bengal
Telepharmacy
Julie Frischmann, Neil Tocher, and Alexander R. Bolinger
Efforts to provide pharmacy services in a rural community are
successful because of creative thinking, perseverance, political

deal
making, and using telepharmacy in a unique and effective way.
20 Structure and Funding of Hospitalist Programs
John E. Paul and Gillian Gilson Watson
An academic medical center must decide how to structure and
fund
hospitalist services in the context of its relationship with an
affiliated
school of medicine; the history and content of hospitalist
functions;
and other revenue that might be derived from hospitalist
services,
even while considering several alternate strategies.
21 Appian Health Systems
Robert C. Myrtle
A negotiation simulation allows participants to assume union
and
hospital roles to work toward an acceptable collective
bargaining
agreement.
22 Evolution of the Healthy Communities Initiatives
Barry Ross
Several years after initiating healthcare services for diverse,
underserved communities, hospital leadership is planning how
to take
its activities to a level with greater impact and sustainability.
PART V LEADERSHIP CHALLENGES
23 Hospital Software

Solution
s (A)
Elizabeth M. A. Grasby and Jason Stornelli
A software company supplying information technology services
to
12
Ontario (CN) hospitals has an ill-defined structure and controls
that
frustrate a new employee with conflicting demands from the
firm’s
managers, including expectations inconsistent with her job
description.
24 The Case of Tim’s Last Years
Kurt Darr and Carla Jackie Sampson
Declining physical health forces an accomplished retired
professor to
enter a life care community in which his diminished

independence
leads to conflicts with management and staff even as further
health
problems result in an apparently willed death.
25 Autumn Park
Cara Thomason Embry and Robert C. Myrtle
The executive director and the director of assisted living in a
community for independent and assisted living must resolve a
disagreement as to the appropriate level of care for a difficult
resident.
26 Appalachian Home Health Services
Kathryn H. Dansky
A not-for-profit home health agency faces a controversial
choice after
learning its best applicant for a nursing position is a convicted
felon,
and a review by management shows more widespread problems
with
recruitment and staffing.
27 Suburban Health Center
Bruce D. Evans and George S. Cooley
The supervisor of the suburban branch of a city health

department
faces problems with an insubordinate and possibly incompetent
nurse, even as the lack of authority and inadequate support from
superiors are complicated by the absence of employee
performance
evaluations.
28 Team Building: From Success to Failure in 24 Hours
Cherie A. Hudson Whittlesey
What starts as a highly successful team-building exercise
becomes
problematic when one physician challenges the process and
forces
the facilitator to consider underlying issues and then devise
responses
13
that will preserve team cooperation.
PART VI ETHICS INCIDENTS
29 Ethics Incidents

Kurt Darr
Twelve mini-case studies cover the spectrum of administrative
and
clinical ethical issues, from conflicts of interest to dishonest
contractors and from infection control to advance medical
directives.
14
Administrative Ethics
Incident 1: Borrowed Time
Incident 2: ED Repeat Admissions: A Question of Resource Use
Incident 3: The Administrative Institutional Ethics Committee
Incident 4: Bits and Pieces
Incident 5: A Potentially Shocking Revelation
Incident 6: Intensive Care Unit Dysfunction
Clinical Ethics
Incident 7: Protecting the Community
Incident 8: Decisions
Incident 9: The Missing Needle Protector
Incident 10: To Vaccinate, or Not
Incident 11: Demarketing to Avoid Bankruptcy

Incident 12: Something Must Be Done, But What?
15
About the Editors
Kurt Darr, JD, ScD, LFACHE, is Professor Emeritus of Hospital
Administration, and of Health Services Management and
Leadership,
Department of Health Services Policy and Management, School
of
Public Health, The George Washington University. Dr. Darr
holds the
Doctor of Science from The Johns Hopkins University and the
Master of
Hospital Administration and Juris Doctor from the University of
Minnesota. His baccalaureate degree was awarded by Concordia
College,
Moorhead, MN.
Dr. Darr completed an administrative residency at the Rochester
(MN)
Methodist Hospital and subsequently worked as an

administrative
associate at the Mayo Clinic. After being commissioned in the
U.S. Navy
during the Vietnam War, he served in administrative and
educational
assignments at St. Albans Naval Hospital (NY) and Bethesda
Naval
Hospital (MD). He completed postdoctoral fellowships with the
U.S.
Department of Health and Human Services, the World Health
Organization, and the Accrediting Commission on Education for
Health
Services Administration.
Dr. Darr is admitted to practice before the Supreme Court of the
state
of Minnesota and the Court of Appeals of the District of
Columbia. He
was a mediator for the Civil Division of the Superior Court of
the District
of Columbia and has served as a hearing officer for the
American
Arbitration Association. Dr. Darr is a member of hospital
committees on
quality improvement and on ethics in the District of Columbia

metropolitan area. He is a Life Fellow of the American College
of
Healthcare Executives.
Dr. Darr’s teaching and research interests include health
services
management, administrative and clinical ethics, hospital
organization and
management, quality improvement, and applying the Deming
method in
health services. Dr. Darr is the editor and author of numerous
books,
articles, and cases used for graduate education and professional
development in health services.
Tracy J. Farnsworth, EdD, MHSA, MBA, FACHE, is President
and
16
Chief Executive Officer of the Proposed Idaho College of
Osteopathic
Medicine Dr. Farnsworth has served as Director and Associate

Dean of
the School of Health Professions, Division of Health Sciences,
Idaho State
University (ISU [Pocatello]) since 2010. He is Associate
Professor in the
Health Care Administration Program at ISU and has served as
Program
Director.
Dr. Farnsworth is a graduate of Brigham Young University. He
received master’s degrees in Business and Health Services
Administration
from Arizona State University and the Doctor of Education in
Educational
Leadership from ISU. In 2014, Dr. Farnsworth was awarded the
Kole-
McGuffey Prize for excellence in education research, and in
2016 he
received the J. Warren Perry Distinguished Author Award from
the
Association of Schools of Allied Health Professions.
Prior to becoming an educator, Dr. Farnsworth had executive-
level
appointments with Intermountain Healthcare, Catholic

Healthcare West,
the City of Hope National Medical Center, and other public and
private
healthcare systems.
A Fellow of the American College of Healthcare Executives,
Dr.
Farnsworth has written and spoken widely on subjects related to
hospital
and health systems performance improvement, healthcare
reform, medical
education, healthcare leadership and governance, and
interprofessional
education/collaboration.
Robert C. Myrtle, DPA, is Professor Emeritus of Health
Services
Administration, Sol Price School of Public Policy, University of
Southern California. Dr. Myrtle received a bachelor’s degree in
business
administration from the California State University, Long
Beach, and a
master’s and doctoral degree in public administration from the
University
of Southern California. During 41 years at the University of

Southern
California (USC), Dr. Myrtle co-authored two books on
management; 18
book chapters; 51 articles in journals, including Health Care
Management
Review, Health Policy and Planning, Public Administration
Review, Social
Science and Medicine, and The Gerontologist; and 70
conference papers
and professional reports. He has academic appointments in the
Leonard
Davis School of Gerontology and the Marshall School of
Business and is a
Visiting Professor in the Institute of Health Policy and
Management at the
National Taiwan University.
Dr. Myrtle’s key research interests are leadership, executive
development, and organizational and management effectiveness.
Current
research includes the influence of managers’ behavior on
perceptions of
17

overall leadership effectiveness; examining factors influencing
the
performance of surgical teams; and assessing factors
influencing
organizational legitimacy during and following major natural
disasters.
Dr. Myrtle is the recipient of the Academy of Management’s
Health
Care Division’s Teaching Excellence Award and the American
Society for
Public Administration’s Los Angeles Chapter Harry Scoville
Award for
Academic Excellence. He was named Professor of the Year at
USC and
has three times been named Most Inspirational Business
Professor. He is
the recipient of the American College of Healthcare Executives
Regents
Award, and the Hubert H. Humphrey Award for best article of
the year
appearing in the Journal of Health and Human Services
Administration.

Dr. Myrtle was chair of the Los Angeles County Hospitals and
Health
Services Commission. He was board chair for SCAN Health
Plan and was
a member of the board of directors for the Huntington Medical
Foundation. He has served as board chair of Health and Human
Services
for the City of Long Beach (CA).
Professor Emeritus Darr coauthored the textbook, Managing
Health
Services Organizations and Systems, Sixth Edition (2014), with
Beaufort
B. Longest, Jr., published by Health Professions Press. This
health services
management textbook should be used as a complement to Cases
in Health
Services Management.
18
Contributors

Nora G Albert, MHA
Project Manager
Children’s National Health System
111 Michigan Ave, NW
Washington, DC 20010
Douglas Archer, MHA
Hospital Administrator
Sutter Health-Memorial Hospital–Los Banos
520 West I St.
Los Banos, CA 93635
Alexander R Bolinger, PhD, MBA
Associate Professor of Management
Idaho State University
921 S. 8th Ave.
Pocatello, ID 83209–8020
Leigh W Cellucci, PhD, MBA
Professor and Program Director
Department of Health Services and Information Management
East Carolina University
Greenville, NC 27858–668

Stephen Cheung, MHA, DDS
School of Dentistry
State Capital Center
School of Policy, Planning, and Development
University of Southern California
Sacramento, CA 95811
19
George S Cooley
Long Green Associates, Inc.
Long Green, MD 21092
Kathryn H Dansky, PhD
Associate Professor Emerita
Department of Health Policy and Administration
College of Health and Human Development
Pennsylvania State University
201 Main
University Park, PA 16802
Kurt Darr, JD, ScD, LFACHE
Professor Emeritus, Hospital Administration

Dept. of Health Services Management & Leadership
The George Washington University
2175 K Street, NW
Suite 320
Cara Thomason Embry, MSG, MHA, RN
Sol Price School of Public Health
Los Angeles, CA 90089–0626
Bonnie Eng-Suess, MHA
Director of Hospital Risk Contracting and Operations
Dignity Health
251 S. Lake Ave., Ste 700
Pasadena, CA 91101
Bruce D Evans, MBA
Professor of Management
University of Dallas
Satish & Yasmin Gupta College of Business
1845 E. Northgate Dr.
Irving, TX 75062
Tracy J Farnsworth, EdD, MHSA, MBA, FACHE

20
Associate Dean and Director
Kasiska School of Health Professions
Division of Health Sciences
921 South 8th Ave.
Mary K Feeney, PhD
Associate Professor and Lincoln Professor of Ethics in Public
Affairs
School of Public Affairs
Arizona State University
411 N. Central Ave., Suite 450
Phoenix, AZ 85004
Julie Frischmann
Instructor/Academic Coach
Student Success Center
921 S. 8th Ave.

Elizabeth M A Grasby, PhD
c/o Richard Ivey School of Business
The University of Western Ontario
1151 Richmond Street North
London, Ontario N6A 3K7
CANADA
Earl G Greenia, PhD, FACHE
Professor, Healthcare Administration & Management
Colorado State University–Global Campus
7800 E. Orchard Road
Greenwood Village, CO 80111
Michael J King, MHA
Chief Financial Officer, Shared Services Division
Tenet Healthcare Corporation
1445 Ross Ave., Suite 1400
21
Dallas, TX 75202

Eleanor Lin, MHA, DDS
Children’s Dental Health Clinic
455 E. Columbia St.
Long Beach, CA 90806
Cynthia Mahood Levin, MHSA
Healthcare Consultant
Palo Alto, CA
Nova Ashanti Monteiro, MD
Children’s National Medical Center
111 Michigan Avenue NW
Robert C Myrtle, DPA
Professor Emeritus, Health Services Administration
Sol Price School of Public Policy
105 Siena Drive
Long Beach, CA 90803
John E Paul, PhD, MSPH
Clinical Professor and Associate Chair for Academics
Department of Health Policy and Management

Gillings School of Global Public Health
University of North Carolina at Chapel Hill
135 Dauer Drive.
Chapel Hill, NC 27599
Abigail Peterman
Center for Science, Technology and Environmental Policy
Studies
Arizona State University
University Center
411 N. Central Ave.
Phoenix, AZ 85004
Alexandra Piriz Mookerjee, MHSA
22
Administrator
Westminster Communities of Florida
Magnolia Towers
100 E. Anderson St.
Orlando, FL 32801

Brent C Pottenger, MD, MHA
Dept. of Physical Medicine & Rehabilitation
Johns Hopkins Medicine
707 North Broadway
Baltimore, MD 21205
Jonathon S Rakich
Professor Emeritus
Indiana University Southeast
4201 Grant Line Road
New Albany, IN 47150
Kent Rondeau, PhD
Associate Professor
School of Public Health
University of Alberta
Faculty of Extension, Enterprise Square
10230 Jasper Ave., Room 2–216
Edmonton, Alberta T5J 4P6
CANADA
Barry Ross, MPH, MBA
Vice President, Healthy Communities
St. Jude Medical Center
101 E. Valencia Mesa Dr.

Fullerton, CA 92835
Kimberly A Rucker
Healthcare Consultant
Washington, DC
Carla Jackie Sampson, MBA, FACHE
Graduate Research Associate
23
Florida Center for Nursing
12424 Research Pkwy, #220
Orlando, FL 32826
Jessica Silcox, RN, MSN
Staff Development Educator & Stroke Coordinator
Sentara Northern Virginia Medical Center
2300 Opitz Blvd.
Woodbridge, VA 22191
Jason Stornelli
c/o Richard Ivey School of Business

The University of Western Ontario
1151 Richmond Street North
London, Ontario N6A 3K7
CANADA
Neil Tocher, PhD
Professor of Management
921 S. 8th Ave.
Gillian Gilson Watson, MHA
Department of Hospital Medicine
University of North Carolina Hospitals
101 Manning Dr.
Chapel Hill, NC 27599–7085
Cherie A Hudson Whittlesey, ML
Director, Organizational Learning and Effectiveness
St. Jude Medical Center
101 E. Valencia Mesa Dr.
Fullerton, CA 92835
Carla Wiggins, PhD
Professor and MHA Program Director

Weber State University
24
3875 Stadium Way, Dept. 3911
Ogden, UT 84408
25
Preface
Like its predecessors, the sixth edition of Cases in Health
Services
Management describes management problems and issues in
various
healthcare settings. The primary criterion to select a case was
that it had to
be rich in applied lessons. Case selection was tempered by the
editors’ 90
years of combined experience in teaching and using the case
method. The

result is a comprehensive set of health services management
cases in one
volume.
Cases vary in length and complexity and are grouped into six
parts. Of
the 28 cases in this edition, 14 are new. There are two new
ethics
incidents. Cases and ethics incidents that have stood the test of
time and
use were retained in this edition. All have been updated and
edited to make
them as streamlined as possible. Consistent with the evolving
healthcare
delivery system, half the cases are set outside of acute care
hospitals.
Those include a long-term care facility, a health network, a
continuing care
retirement community, an emergency department, a hospital
burn unit, a
dental clinic, a pharmaceutical company, a city health
department, a home
health agency, and a software company.
Acute care hospital cases include a range of sizes, types,

ownerships,
and geographic locations, including rural and inner-city
settings. One
hospital case is set in a multi-institutional system; another
applies the
principles of continuous quality improvement. An in-box
exercise set in a
hospital simulates the time pressures that confront managers
and the
importance of prioritizing the issues, and a labor relations role-
play case
creates a powerful learning experience that emphasizes the
challenges and
dynamics of any negotiated relationship.
Depending on depth of analysis and time available for out-of-
class
preparation, most cases can be analyzed in two hours, or less. A
few cases
are short and have one issue. Most, however, are integrative and
complex
and involve multiple problems and issues. As a result, analyses
will often
require applying concepts from different disciplinary fields and
knowledge

areas. This may require users to synthesize and apply
knowledge, skills,
and experience from the social and health sciences in their
analyses and
26
discussions.
The primary use of this book of cases is the education of health
services managers. Case analysis bridges theory and practice. In
this
regard, students studying health services management, as well
as
experienced managers, will find the cases informative as they
hone
analytical and problem-solving skills. These cases can also be
used in
continuing professional development for practicing managers.
By their nature, cases present events, situations, problems, and
issues.
The dynamics of the analysis, including the group discussion,

make the
case method a powerful and rich tool for learning. Users are
urged to
review the Introduction, which describes the case method and
case
analysis.
The cases included in this volume are intended to stimulate
discussion
and analysis. In most instances, the names of organizations and
individuals
are disguised. In all instances, authors of the cases have
prepared well-
written, factual situations that are based on field research in a
specific
organization, or a composite case based on experience with
several
organizations. No case is meant to reflect positively or
negatively on actual
persons or organizations, or to depict either effective or
ineffective
handling of administrative situations.
The 28 cases and 12 ethics incidents are organized into six
parts:

Part I: Policy Environment of Health Services Delivery (five
cases)
Part II: Strategic Management (six cases)
Part III: Organizational Management (five cases)
Part IV: Organizational Effectiveness (six cases)
Part V: Leadership Challenges (six cases)
Part VI: Ethics Incidents (12 statements of fact that show ethics
issues)
The case synopses in the table of contents …
ASSIGNMENT 1 – Weeks 2 & 3
Product Development & Operations: Category Manager
Analysis
Due Date: Week 3
Note: While representative of possible situations faced by
Alikay Naturals, all scenarios in this assignment are fictional.

Real Business
Let’s roll up our sleeves and use what we’ve learned this week
in a real-life business situation. Each week, you’ll encounter a
scenario where you will assume the role of a businessperson at
or who works at a national discount retail store, like a Walmart
or Target. These companies provide important, everyday staples
for millions of people across the country and have become very
successful businesses in the process.
Discount retail stores have locations in communities across the
country. They often have strong and recognizable brands that
are household names. We will explore how business works
throughout this course by taking on a few of the many different
roles at successful companies like these.
Your Role
This week, you’ll assume the role of a Category Manager for the
Beauty Products category at a national discount retail store.
What Is a Category Manager?
Category Managers are responsible for related groups of
products (for example, baseball equipment or laundry
detergents) for a retail business. They use research, information
and insights about the category to change shopper behavior and
increase sales of the products in the category. They also work

with the suppliers of the products in their category to ensure
that good products and services are available to customers.
As a Category Manager, part of your role is to analyze data and
information about how well a product is selling to help the
maker of that product improve the product and consider
introducing new products. Rochelle and her team at Alikay
Naturals have asked you, the Beauty Products Category
Manager, to review one of their products and determine where it
lies in the product life cycle. Additionally, they have asked you
to recommend ways to improve the product in order to increase
sales.
Instructions
Step 1: Product Life Cycle
Read the Product Report for Alikay Naturals Moisturizing Black
Soap Shampoo. The Product Report contains important
information that will help you to identify where the product
stands in the Product Life Cycle and give you clues about what
changes customers might like to see. Respond to Rochelle and
her team at Alikay Naturals based on the information in the
Product Report.
· Identify where Moisturizing Black Soap Shampoo is currently
positioned in the product life cycle and describe the rationale
for your position.

· Compose 3 questions that Rochelle should pose to her team to
better understand the product’s positioning and potential at this
particular stage in its life cycle. (E.g., if you have determined
the product is in the Introduction Phase, you might suggest the
question: How have competitors priced similar products?)
Step 2: Product Changes
Based on what you’ve learned:
· What recommendation(s) do you have for Alikay Naturals to
improve or replace Moisturizing Black Soap Shampoo?
Step 3: New Product Development
Read the New Product Proposal, which contains three examples
of possible products that could be developed to
replace Moisturizing Black Soap Shampoo. Based on
the information in this proposal and the customer feedback in
the Product Report:
· If you had to recommend one product, which product would
you recommend they create? Explain your decision.
· Determine which type of innovation this represents from
among the four main types discussed this week. Briefly explain
why you chose that type of innovation.
Note: You should complete Step 4 after reading the material in
Week 3.

Step 4: Production Methods
Based on your understanding of Alikay’s position in the product
life cycle and expected sales volume:
· Which production method do you think Alikay is using for the
Black Soap Shampoo? Explain your rationale.
· If Alikay chose to keep the Moisturizing Black Soap Shampoo
and launch your recommended product as a “limited time only”
trial, what production method should Alikay use for the test
market product? Why?
Step 5: Real-World Application
· Choose a product at your company or one that you are familiar
with that is in the mature stage of the product life cycle. Briefly
describe the product, why you believe it is in this phase, and
what improvements could be made to change its current path.
Points: 110
Assignment: Product Development and Operations - Category
Manager Analysis
Criteria
Unacceptable
Below 70% F
Fair

70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify and explain where the Alikay product is in its life
cycle and compose 3 questions that Rochelle should pose to her
team, relative to the life cycle stage.
Weight: 15%
Does not accurately identify the product life cycle stage and/or
does not explain rational logically; does not cite supporting
information. Does not include questions or includes questions
that do not reflect course materials. Demonstrates inadequate
understanding of stages of product life cycle.
Accurately identifies the product life cycle stage.
Explains rationale logically but not completely; does not cite
sufficient supporting information.
OR
Does not accurately identify the product life cycle stage.
Explains rationale logically; cites adequate supporting
information.
Includes 3 questions that showed adequate understanding of
relevant life cycle phase.

Demonstrates adequate understanding of the stages of product
life cycle.
Accurately identifies the product life cycle stage.
Explains rationale logically; cites some adequate supporting
information from the course.
Includes 3 questions that showed good understanding of
relevant life cycle phase.
Demonstrates good understanding of stages of product life
cycle.
Accurately identifies the current product life cycle stage.
Explains rationale thoughtfully and thoroughly; cites complete
supporting information from the course and may supplement
with outside research.
Demonstrates excellent understanding of stages of product life
cycle.
2. Describe how Alikay can improve their product or why they
should consider replacing it. Support your answer.
Weight: 15%
Does not or minimally describes improvements; does
not support recommendation. Demonstrates
inadequate understanding of product report and its uses.
Partially describes improvements or reasons to replace product;

partially supports answer with information from product
report and/or course material.
Demonstrates adequate understanding of product report and its
uses.
Satisfactorily describes improvements or reasons to replace
product; fully supports answer with information from product
report and/or course material.
Demonstrates good understanding of product report and its uses.
Thoroughly describes improvements or reasons to replace
product; clearly and fully supports answer with information
from product report and course material and may supplement
with outside research or ideas.
Demonstrates excellent understanding of product report and its
uses.
3. Recommend one of the three replacement options. Explain
your answer and identify which type of innovation it is.
Weight: 15%
Does not make recommendation or does not support answer with
information from the course; does not accurately
identify innovation type.
Demonstrates inadequate understanding of innovation.

Makes recommendation; minimally supports answer with
information from course and product report; accurately
identifies innovation type.
Demonstrates adequate understanding of innovation.
Makes recommendation; adequately supports answer with
information from course and product report; accurately
identifies innovation type.
Demonstrates good understanding of innovation.
Makes recommendation; fully supports answer with information
from course and product report and may supplement with
outside research or ideas; accurately identifies innovation type.
Demonstrates excellent understanding of innovation.
4. Explain what types of production methods would be
appropriate for both the Moisturizing Black Soap Shampoo and
the “limited time trial” product. Support your answers.
Weight: 15%
Does not identify production methods and/or does not support
answer.
Demonstrates inadequate understanding of production methods.
Identifies production method; minimally supports answer with

information from the product report and course material.
Demonstrates adequate understanding of production methods.
Identifies production method; adequately supports answer with
information from the product report and course material.
Demonstrates good understanding of production methods.
Identifies production method; fully supports answer with
information from the product report and course materials and
may supplement with outside research or ideas.
Demonstrates excellent understanding of production methods.
5. Describe a product that you believe is in a mature life cycle
phase and what could be done to move it to a growth phase.
Weight: 30%
Does not accurately identify product and/or does not explain
rationale or strategy for change.
Demonstrates inadequate understanding of life cycle phases.
Accurately identifies product; provides acceptable rationale and
some support from course material.
Demonstrates adequate understanding of life cycle phases.
Accurately identifies product; provides logical rationale and
cited support from course material.
Demonstrates good understanding of life cycle phases.

Accurately identifies product; provides thorough, logical
rationale and complete support from course material and
perhaps also outside research or ideas.
Demonstrates excellent understanding of life cycle phases.
6. Write in a professional manner using correct grammar and
spelling and appropriate citations.
Weight: 10%
Writing does not meet minimal standards.
Tone is not professional.
Lacking in logic, clarity, and/or consistent
formatting. Contains many spelling and/or grammatical errors.
Does not include citations or they do not allow the reader to
locate the source.
Writing is satisfactory.
Professional tone is developing.
Shows moderate logic, clarity, and/or consistent formatting.
May contain more than 2-4 spelling and/or grammatical errors.
Includes citations but they may be inconsistently formatted or
they do not easily allow the reader to locate the source.
Writing is mostly good.
Tone is professional.

Shows logic, clarity, and consistent formatting.
May contain few or no spelling and/or grammatical errors.
Includes citations that allow the reader to locate the source.
Writing is excellent.
Tone is professional and sophisticated. Shows logic, clarity, and
consistent formatting.
Contains no spelling or grammatical errors and work is cited
consistently so that the reader can locate the work cited.
NAME:
INSTUCTOR:
DATE:
Assignment 1
Product Development & Operations – Category Manager
Analysis
Due Date: Week 3
Note: While representative of possible situations faced by
Alikay Naturals, all scenarios in this assignment are fictional.
Real Business

Let’s roll up our sleeves and use what we’ve learned this week
in a real-life business situation. Each week, you’ll encounter a
scenario where you will assume the role of a business person
who works with or at a national discount retail store, like a
Walmart or Target. These companies provide important,
everyday staples for millions of people across the country and
have become very successful businesses in the process.
Discount retail stores have locations in communities across the
country. They often have strong and recognizable brands that
are household names. We will explore how business works
throughout this course by taking on a few of the many different
roles at successful companies like these.
Your Role
This week, you’ll assume the role of a Category Manager for the
Beauty Products category at a national discount retail store.
What Is a Category Manager?
Category Managers are responsible for related groups of
products (for example, baseball equipment or laundry
detergents) for a retail business. They use research, information
and insights about the category to change shopper behavior and
increase sales of the products in the category. They also work
with the suppliers of the products in their category to ensure

that good products and services are available to customers.
As a Category Manager, part of your role is to analyze data and
information about how well a product is selling to help the
maker of that product improve the product and consider
introducing new products. Rochelle and her team at Alikay
Naturals have asked you, the Beauty Products Category
Manager, to review one of their products and determine where it
lies in the product life cycle. Additionally, they have asked you
to recommend ways to improve the product in order to increase
sales.
Instructions
Step 1: Product Life Cycle
Read the Product Report for Alikay Naturals Moisturizing Black
Soap Shampoo. The Product Report contains important
information that will help you to identify where the product
stands in the Product Life Cycle and give you clues about what
changes customers might like to see.
Respond to Rochelle and her team at Alikay Naturals based on
the information in the Product Report.
· Identify where Moisturizing Black Soap Shampoo is currently
positioned in the product life cycle.
Underline your selection:
Introduction

Maturity
Growth
Decline
Describe the rationale for your position.
· Compose 3 questions that Rochelle should pose to her team to
better understand the product’s positioning and potential at this
particular stage in its life cycle. (E.g., if you have determined
the product is in the Introduction Phase, you might suggest the
question: How have competitors priced similar products?)
Step 2: Product Changes
Based on what you’ve learned:
· What recommendation(s) do you have for Alikay Naturals to
improve or replace Moisturizing Black Soap Shampoo?
Step 3: New Product Development
Read the New Product Proposal, which contains three examples

of possible products that could be developed to replace
Moisturizing Black Soap Shampoo. Based on the information in
this proposal and the customer feedback in the Product Report:
If you had to recommend one product, which product would you
recommend they create? Underline your selection:
Organic Bloom Shampoo
Moisturizing Black Soap Shampoo with Dandruff Control
Coconut Protein Shampoo and Conditioner
Explain your decision.
Determine which type of innovation this represents from among
the four main types discussed this week. Underline your
selection:
Sustainable (eco-friendly)
Frugal
Sustaining
Disruptive
Briefly explain why you chose that type of innovation.

Note: You should complete Steps 4 & 5 after reading the
material in Week 3.
Step 4: Production Methods
Based on your understanding of Alikay’s position in the product
life cycle and expected sales volume:
Which production method do you think Alikay is using for the
Black Soap Shampoo? Explain your rationale.
If Alikay chose to keep the Moisturizing Black Soap Shampoo
and launch your recommended product as a “limited time only”
trial, what production method should Alikay use for the test
market product? Why?
Step 5: Real-WORLD APPLICATION
Choose a product at your company or one that you are familiar
with that is in the mature stage of the product life cycle. Briefly
describe the product, why you believe it is in this phase, and
what improvements could be made to change its current path.

1BUS508: CONTEMPORARY BUSINESS
The 7 Cs of Communication in Problem Solving
A Checklist for Clear Communication
Think of how often you communicate with people during your
day. You may write emails, facilitate meetings, participate in
conference calls, create reports, devise presentations, debate
with colleagues… the list goes on.
We can spend almost our entire day communicating. So, how
can we provide a huge boost to our productivity? We can make
sure that we communicate in the clearest, most effective way
possible.
This is why the 7 Cs of Communication are helpful. The 7 Cs
provide a checklist for making sure that your meetings, emails,
conference calls, reports, and presentations are well constructed
and clear – so your audience gets your message.
According to the 7 Cs, communication needs to be:
· Clear.
· Concise.
· Concrete.
· Correct.

· Coherent.
· Complete.
· Courteous.
1. Clear
When writing or speaking to someone, be clear about your goal
or message. What is your purpose in communicating with this
person? If you're not sure, then your audience won't be sure
either.
To be clear, try to minimize the number of ideas in each
sentence. Make sure that it's easy for your reader to understand
your meaning. People shouldn't have to "read between the lines"
and make assumptions on their own to understand what you're
trying to say.
Bad Example
Hi John,
I wanted to write you a quick note about Daniel, who's working
in your department. He's a great asset, and I'd like to talk to you
more about him when you have time.
Sincerely,
Skip
What is this email about? Well, we're not sure. First, if there are
multiple Daniels in John's department, John won't know who
Skip is talking about.
Next, what is Daniel doing, specifically, that's so great? We

don't know that either. It's so vague that John will definitely
have to write back for more information.
Last, what is the purpose of this email? Does Skip simply want
to have an idle chat about Daniel, or is there some more specific
goal here? There's no sense of purpose to this message, so it's a
bit confusing.
Good Example
Let's see how we could change this email to make it clear.
Hi John,
I wanted to write you a quick note about Daniel Kedar, who's
working in your department. In recent weeks, he's helped the IT
department through several pressing deadlines on his own time.
We've got a tough upgrade project due to run over the next three
months, and his knowledge and skills would prove invaluable.
Could we please have his help with this work?
I'd appreciate speaking with you about this. When is it best to
call you to discuss this further?
Best wishes,
Skip
This second message is much clearer, because the reader has the
information he needs to take action.
2. Concise
When you're concise in your communication, you stick to the
point and keep it brief. Your audience doesn't want to read six

sentences when you could communicate your message in three.
· Are there any adjectives or "filler words" that you can delete?
You can often eliminate words like "for instance," "you see,"
"definitely," "kind of," "literally," "basically," or "I mean."
· Are there any unnecessary sentences?
· Have you repeated the point several times, in different ways?
Bad Example
Hi Matt,
I wanted to touch base with you about the email marketing
campaign we kind of sketched out last Thursday. I really think
that our target market is definitely going to want to see the
company's philanthropic efforts. I think that could make a big
impact, and it would stay in their minds longer than a sales
pitch.
For instance, if we talk about the company's efforts to become
sustainable, as well as the charity work we're doing in local
schools, then the people that we want to attract are going to
remember our message longer. The impact will just be greater.
What do you think?
Jessica
This email is too long! There's repetition, and there's plenty of
"filler" taking up space.
Good Example
Watch what happens when we're concise and take out the filler
words:

Hi Matt,
I wanted to quickly discuss the email marketing campaign that
we analyzed last Thursday. Our target market will want to know
about the company's philanthropic efforts, especially our goals
to become sustainable and help local schools.
This would make a far greater impact, and it would stay in their
minds longer than a traditional sales pitch.
What do you think?
Jessica
3. Concrete
When your message is concrete, then your audience has a clear
picture of what you're telling them. There are details (but not
too many!) and vivid facts, and there's laserlike focus. Your
message is solid.
Bad Example
Consider this advertising copy:
The Lunchbox Wizard will save you time every day.
A statement like this probably won't sell many of these
products. There's no passion, no vivid detail, nothing that
creates emotion, and nothing that tells people in the audience
why they should care. This message isn't concrete enough to
make a difference.
Good Example
How much time do you spend every day packing your kids'
lunches? No more! Just take a complete Lunchbox Wizard from

your refrigerator each day to give your kids a healthy lunch
AND have more time to play or read with them!
This copy is better because there are vivid images. The audience
can picture spending quality time with their kids – and what
parent could argue with that? And mentioning that the product
is stored in the refrigerator explains how the idea is practical.
The message has come alive through these details.
4. Correct
When your communication is correct, it fits your audience. And
correct communication is also error-free communication.
· Do the technical terms you use fit your audience's level of
education or knowledge?
· Have you checked your writing for grammatical errors?
Remember, spell checkers won't catch everything.
· Are all names and titles spelled correctly?
Bad Example
Hi Daniel,
Thanks so much for meeting me at lunch today! I enjoyed our
conservation, and I'm looking forward to moving ahead on our
project. I'm sure that the two-weak deadline won't be an issue.
Thanks again, and I'll speak to you soon!
Best,
Jack Miller
If you read that example fast, then you might not have caught
any errors. But on closer inspection, you'll find two. Can you

see them?
The first error is that the writer accidentally typed conservation
instead of conversation. This common error can happen when
you're typing too fast. The other error is using weak instead of
week.
Again, spell checkers won't catch word errors like this, which is
why it's so important to proofread everything!
5. Coherent
When your communication is coherent, it's logical. All points
are connected and relevant to the main topic, and the tone and
flow of the text is consistent.
Bad Example
Traci,
I wanted to write you a quick note about the report you finished
last week. I gave it to Michelle to proof, and she wanted to
make sure you knew about the department meeting we're having
this Friday. We'll be creating an outline for the new employee
handbook.
Thanks,
Michelle
As you can see, this email doesn't communicate its point very
well. Where is Michelle's feedback on Traci's report? She
started to mention it, but then she changed the topic to Friday's
meeting.
Good Example

Hi Traci,
I wanted to write you a quick note about the report you finished
last week. I gave it to Michelle to proof, and she let me know
that there are a few changes that you'll need to make. She'll
email you her detailed comments later this afternoon.
Thanks,
Michelle
Notice that in the good example, Michelle does not mention
Friday's meeting. This is because the meeting reminder should
be an entirely separate email. This way, Traci can delete the
report feedback email after she makes her changes, but save the
email about the meeting as her reminder to attend. Each email
has only one main topic.
6. Complete
In a complete message, the audience has everything they need to
be informed and, if applicable, take action.
· Does your message include a "call to action", so that your
audience clearly knows what you want them to do?
· Have you included all relevant information – contact names,
dates, times, locations, and so on?
Bad Example
Hi everyone,
I just wanted to send you all a reminder about the meeting we're
having tomorrow!
See you then,

Chris
This message is not complete, for obvious reasons. What
meeting? When is it? Where? Chris has left his team without the
necessary information.
Good Example
Hi everyone,
I just wanted to remind you about tomorrow's meeting on the
new telecommuting policies. The meeting will be at 10:00 a.m.
in the second-level conference room. Please let me know if you
can't attend.
See you then,
Chris
7. Courteous
Courteous communication is friendly, open, and honest. There
are no hidden insults or passive-aggressive tones. You keep
your reader's viewpoint in mind, and you're empathetic to their
needs.
Bad Example
Jeff,
I wanted to let you know that I don't appreciate how your team
always monopolizes the discussion at our weekly meetings. I
have a lot of projects, and I really need time to get my team's
progress discussed as well. So far, thanks to your department, I
haven't been able to do that. Can you make sure they make time
for me and my team next week?

Thanks,
Phil
Well, that's hardly courteous! Messages like this can potentially
start officewide fights. And this email does nothing but create
bad feelings, and lower productivity and morale. A little bit of
courtesy, even in difficult situations, can go a long way.
Good Example
Hi Jeff,
I wanted to write you a quick note to ask a favor. During our
weekly meetings, your team does an excellent job of
highlighting their progress. But this uses some of the time
available for my team to highlight theirs. I'd really appreciate it
if you could give my team a little extra time each week to fully
cover their progress reports.
Thanks so much, and please let me know if there's anything I
can do for you!
Best,
Phil
What a difference! This email is courteous and friendly, and it
has little chance of spreading bad feelings around the office.
GOAL SETTING
Many people feel as if they're adrift in the world. They work
hard, but they don't seem to get anywhere worthwhile.

A key reason that they feel this way is that they haven't spent
enough time thinking about what they want from life, and
haven't set themselves formal goals. After all, would you set out
on a major journey with no real idea of your destination?
Probably not!
Goal setting is a powerful process for thinking about your ideal
future, and for motivating yourself to turn your vision of this
future into reality.
The process of setting goals helps you choose where you want
to go in life. By knowing precisely what you want to achieve,
you know where you have to concentrate your efforts. You'll
also quickly spot the distractions that can, so easily, lead you
astray.
Why Set Goals?
Goal setting is used by top-level athletes, successful business-
people and achievers in all fields. Setting goals gives you long-
term vision and short-term motivation. It focuses your
acquisition of knowledge, and helps you to organize your time
and your resources so that you can make the very most of your
life.
By setting sharp, clearly defined goals, you can measure and
take pride in the achievement of those goals, and you'll see
forward progress in what might previously have seemed a long
pointless grind. You will also raise your self-confidence, as you
recognize your own ability and competence in achieving the

goals that you've set.
SMART Goals
A useful way of making goals more powerful is to use the
SMART mnemonic. SMART stands for:
· S - Specific (or Significant).
· M - Measurable (or Meaningful).
· A - Attainable (or Action-Oriented).
· R - Relevant (or Rewarding).
· T - Time-bound (or Trackable).
For example, instead of having "To sail around the world" as a
goal, it's more powerful to say "To have completed my trip
around the world by December 31, 2015." Obviously, this will
only be attainable if a lot of preparation has been completed
beforehand!
Further Goal Setting Tips
The following broad guidelines will help you to set effective,
achievable goals:
· State each goal as a positive statement - Express your goals
positively – "Execute this technique well" is a much better goal
than "Don't make this stupid mistake."
· Be precise: Set precise goals, putting in dates, times and
amounts so that you can measure achievement. If you do this,
you'll know exactly when you have achieved the goal, and can
take complete satisfaction from having achieved it.
· Set priorities - When you have several goals, give each a

priority. This helps you to avoid feeling overwhelmed by having
too many goals, and helps to direct your attention to the most
important ones.
· Write goals down - This crystallizes them and gives them
more force.
· Set realistic goals - It's important to set goals that you can
achieve. All sorts of people (for example, employers, parents,
media, or society) can set unrealistic goals for you. They will
often do this in ignorance of your own desires and ambitions.
· It's also possible to set goals that are too difficult because you
might not appreciate either the obstacles in the way, or
understand quite how much skill you need to develop to achieve
a particular level of performance.
Achieving Goals
When you've achieved a goal, take the time to enjoy the
satisfaction of having done so. Absorb the implications of the
goal achievement, and observe the progress that you've made
towards other goals.
If the goal was a significant one, reward yourself appropriately.
All of this helps you build the self-confidence you deserve.
With the experience of having achieved this goal, review the
rest of your goal plans:
· If you achieved the goal too easily, make your next goal
harder.
· If the goal took a dispiriting length of time to achieve, make

the next goal a little easier.
· If you learned something that would lead you to change other
goals, do so.
· If you noticed a deficit in your skills despite achieving the
goal, decide whether to set goals to fix this.
Feed lessons learned back into your goal setting. Remember too
that your goals will change as time goes on. Adjust them
regularly to reflect growth in your knowledge and experience,
and if goals do not hold any attraction any longer, consider
letting them go.
CAREER GOALS
For a few very fortunate people, finding the right career is a
matter of luck. But for the rest of us who don't wake up one day
to our dream jobs, getting into the right career takes a little bit
of planning. A major part of that planning involves establishing
-- and working to achieve -- your career goals.
Did you know that average employed Americans spend more
than half of their waking hours each day working [source:
Bureau of Labor Statistics]? This means that your career is
likely to be a huge part of your life, let alone your time. Also,
studies show that having obtainable objectives can lead to
increased job satisfaction, better self-esteem and improved
overall well-being. With these facts in mind, devoting some
time to planning your career path makes sense.

So what are career goals and why are they important? Career
goals are simply the things you want to achieve in your career --
where you want to end up and how you want to get there.
Objectives can be broad, such as, "I want to have a job I look
forward to every day," or they can be specific, such as, "I want
to teach eleventh-grade world history." But whether ambitions
are specific or broad, certain or uncertain, identifying them is
an important step in career planning.
In many ways, setting career goals is like consulting a map
before a trip. Without a map, there's a good chance you'll get
lost or spend a lot of time wandering about aimlessly. If your
career is a destination, your goals are the map.
Remember how we just talked about broad and specific goals?
The broad goals -- the ones that deal with your ambitions,
interests, preferences, values and aptitudes -- are called
conceptual goals. On the other hand, operational goals are the
specific jobs and tasks you set for yourself -- the steps you'll
take to achieve your conceptual goals. Think of conceptual
goals as the destination and operational aims as the journey, and
it's important to have both.
So where do you start? In most cases, setting career goals is an
exercise in backward planning. Begin with where you want to
go, and then work backward to where you are. In this article,
we'll walk through the backward planning process of identifying
your career aspirations and look at some ways to make sure

you're constructing realistic targets for yourself.
Long-term Career Goals
As we just mentioned, creating objectives for your career
involves working in reverse -- deciding where you want to go
and then working backward to figure out the steps that will get
you there. Why? To put it simply, it's hard to map a route
without first knowing the destination.
To do this, start with your long-term goals, or things you hope
to accomplish in the distant future -- say, in five years or more.
Then, break these down into two parts: conceptual and
operational. Remember, conceptual goals are broad and focus on
your wants and needs, and operational ones are the steps you
take to meet those wants and needs.
First, think about your long-term conceptual ambitions.
Ask yourself the following questions:
· What do I enjoy doing?
· What am I good at?
· What characteristics of a job are important to me?
Use the answers to these questions to help develop your
conceptual targets, which may look something like this:
· I want to work from home to be closer to my kids.
· I want a job in a creative profession.
· I want to own my own business.
Once you have an idea of what type of things you like, want and
are good at, use those as a starting point for thinking about

long-term operational plans. Consider specifics about what
types of jobs or roles would help you to achieve your
conceptual targets. For example, if one of your conceptual goals
is to work in a creative profession, an operational aim might be
to become a graphic designer for an advertising company.
If you're already in a profession and are looking to advance
your career, think about what specific position you would like
to have. If you're a recent graduate looking for your first job,
you might want to research jobs that support your long-term
conceptual aspirations.
Let's say you're a recent college graduate and your long-term
operational objective is to become the CEO of a Fortune 500
company. A career accomplishment like that takes many years
and many intermediate steps along the way. That's why, in
addition to having a long-term vision, it's important to think
about the short term, as well. In the next section, we'll look at
how short-term steps act as a ladder to reach your long-term
aims.
Satisfaction vs. Salary
When it comes to your long-term conceptual aspirations, which
is more important to you: job satisfaction or salary? This debate
has existed for ages and is a question most of us have asked
ourselves at one time or another. While there's no concrete way
to answer the salary vs. satisfaction question, studies show that
a better work environment and improved job satisfaction can

improve your overall life satisfaction more than a salary
increase.
Short-term Career Goals
Now that you've thought about where you want to be a few
years down the line, it's time to shorten the scope and think
about the things you should be doing now in order to achieve
those long-term plans. These intermediate steps are your short-
term goals, or things that can be achieved in a short period of
time.
Just as you did with your long-term ambitions, you'll want to
consider both conceptual and operational short-term aims. When
deciding on conceptual short-term objectives, think about things
you need and want that can be achieved in five years or fewer.
Ask yourself questions like these:
· What skills do I need to have in order to achieve my long-term
aspirations?
· What knowledge do I need?
· What industry should I focus my attention on?
Some examples of short-term conceptual goals include gaining
more responsibility in a current position, furthering your
education to make you more qualified for a position you want or
even finding a source of money to pay for school. Remember,
your short-term targets should support your long-term
objectives, so you should constantly compare them to make sure
they line up.

The last piece of this planning process is developing your short-
term operational targets, which are the specific things that you
can do in a short period of time that help you achieve not only
your short term conceptual ambitions, but all of your long-term
objectives as well. These types of goals might include applying
to five different publishing companies for an entry-level
position, taking a computer class to learn how to design a Web
site or asking for an opportunity to lead a project at work. Your
short-term operational plan includes the small steps you'll focus
on day to day. It'll act as a benchmark for measuring your
progress, help you to stay motivated as you accomplish it and
go a long way toward helping you achieve your long-term career
vision.
We've talked about the planning process -- what to think about
first and what to focus on now -- but when it comes to actually
naming your goals, how do you make sure they're realistic and
that they work for you? On the next page we'll look at a few of
the ways you can make sure your career objectives are realistic
and, most importantly, achievable.
Setting Realistic Career Goals
When it comes to planning your future, "realistic" can mean
many things. Essentially, setting realistic goals means selecting
ones that you can actually achieve. We only have so much time,

energy, interest and aptitude for developing our career paths,
and if you haven't set realistic targets for yourself, you may feel
discouraged. In order to keep your career vision realistic,
consider the following questions:
· Do you have the time to commit to the goals you've set for
yourself?
· Do you have the needed education or skill sets? If not, will
you be able to learn these skills?
· Do you have the resources available to meet your objectives?
· Do the items on your list suit you as a person -- your
personality and interests?
· Do they fit the lifestyle you have or hope to have?
· Do your goals complement one another? In other words, does
achieving one goal conflict with your attempts to achieve
another?
· Is the market for your chosen career limited?
· Are your ambitions achievable in the time frame you've set?
Another way to make sure your plans stay realistic is to share
your ideas with trusted friends and family members. Ask for an
honest assessment of your aspirations from the people who
know you well. While it's true that you know yourself better
than anyone, it's also helpful to have an outside perspective on
such an important decision.
Don't ignore your strengths and weaknesses -- realistic self-
assessment is important. Mapping a career path is both an

exercise in self praise ("I am fantastic at math!"), and an
exercise in humility ("I'm not a very good singer"). You can
always learn and develop the skills needed for almost any job,
but you shouldn't ignore your natural talents since those are,
after all, what you do best.
Copyright: Mindtools
Pareto Analysis
Using the 80:20 Rule to Prioritize
You have been promoted to director of a healthcare department
within a hospital. But, you replaced a person who left you a
mess of problems that need your immediate attention.
Some of these problems need an immediate fix and other
problems can wait. How do you decide which problems need an
immediate fix and what do you do to solve these problems?
A Pareto Analysis is a technique in prioritizing problems that
need an immediate fix. The Pareto Analysis is based on the
“80/20 Rule”. Meaning 20% of the causes generate 80% of
results. We will try to find the 20% of work that will generate
80% of the results.
How to Use the Tool
Step 1: Identify and List Problems
Make a list of all of the problems.

Step 2: Identify the Root Cause of Each Problem
Identify its major cause. Use the 5 whys.
5 Whys
Quickly Getting to the Root of a Problem
In the 1970s, the Toyota Company made the 5 Whys very
popular. The 5 Whys helps you to get to the root of a problem.
This strategy continues to ask “Why” and “What caused the
problem at hand?”
The process is first asking “why” something occurred. The
answer to this first “why” will prompt another “why” and the
answer to the second “why” will prompt another and so on until
the last “why” is answered.
An Example on How to Use the Tool:
In this example, the problem is that your client, ABC Corp., is
unhappy. Using the 5 Whys, you go through the following steps
to get to the cause of the problem:
1. Why is our client, ABC Corp., unhappy? Because we didn't
meet the agreed-upon timeline or schedule for delivery.
2. Why were we unable to meet the agreed-upon timeline or
schedule for delivery? The job took much longer than we
thought it would.
3. Why did the job take much longer than we thought it would?
Because we underestimated the complexity of the job.
4. Why did we underestimate the complexity of the job?

Because we made a quick estimate of the time needed to
complete the job.
5. Why did we make a quick estimate of the time needed to
complete the job? Because we were running behind on other
projects. We clearly need to review our time estimation and
specification procedures.
Copyright: Mind Tools
The Eight Step Basadur Simplex® Problem Solving Process
The Eight Step Basadur Simplex® Problem Solving Process
Developed by:
Min Basadur
What is it?
The Simplex Model is an eight-step creative problem solving
model.

Step 1Problem finding (SWOT Analysis: Strengths,
Weaknesses, Opportunities, and Threats)means sensing,
anticipating and seeking out problems, changes, trends, needs
and opportunities for improvement, inside and outside the
organization.
Step 2 Fact finding (eight facts)involves gathering information
about a fuzzy situation without prematurely judging its
relevance.
Step 3Problem defining means composing clear, insightful
challenges from a few key facts. These challenges reveal
directions for solutions.
Step 4Idea finding (three ideas)means creating a variety of ways
to solve a defined problem.

Step 5Evaluating and selecting involves converting selected
ideas into practical solutions.
Step 6 Action planning means creating specific steps that will
lead to successful implementation of a solution.
Step 7Gaining acceptance means understanding that even the
best ideas and plans can be scuttled by resistance to change.
Showing someone how this solution benefits them.
Step 8 Taking action means "doing" the steps in the action
plan, and continually revising and adapting the plan as things
change in order to ensure that the solution is successfully
implemented.
Six Steps to Take In the Problem Solving Process
1. Identify and diagnose the problem

a. List the facts of the case (need at least 8 facts)
b. Identify and diagnose the main problem (at least 1-3
sentences)
2. Develop creative alternatives
a. Develop and explain in detail three (3) creative alternatives
(1 sentence for each alternative)
3. Evaluate the alternative solutions
a. Evaluate in detail the three (3) alternative solutions (at least
3 sentences for each alternative solution)
4. Choose one alternative solution
a. Choose one alternative solution (at least 1 sentence)
b. Explain in detail why you chose this alternative solution over
the other two alternative solutions (at least 3 sentences)
5. Implement the decision and evaluate the results of the
decision
a. Explain in detail how you would implement the decision (at
least 3 sentences)
b. Explain in detail how you would evaluate the results of the
decision (at least 2 sentences)
6. Repeat the process if necessary
a. Explain how you would determine if you needed to repeat the
process all over (at least 2 sentences)

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