Your task for this paper is to briefly describe/ outline a project, then explain how your new knowledge of team management skills assisted you in making this complex implementation process work so well. Describe the issues, provide references and note WHY a strategy seemed to work so well. You will need an appropriate title page, 3-4 pages of solid descriptive narrative and appropriate references.

Select a team leadership issue related to roles, procedures, or responsibilities involved in launching a team, managing diverse members, supporting team performance, diagnosing and intervening with team dysfunctions, or evaluating team effectiveness.

In a one- to two-page statement, include the following:

Definition of the team leadership practice you will research for the project.
Rationale that explains why the selected leadership practice is important to effectiveness in teams. Support your rationale with points drawn from the readings or other relevant sources.
Show your application. Connect your topic to your own work, and state why it is important to you.
Refer to the Topic Selection Scoring Guide to learn how the instructor will evaluate your statement. Use an essay format, including a title page, for your assignment. In addition, the title should reflect the focus of your assignment.

As an additional note, the following should be included in each assignment, if relevant. This reminder may not be in each assignment:

Include citations. This includes referencing course readings as appropriate.
Demonstrate graduate-level writing mechanics, which includes a reference list that is in APA 6th edition format. Note: This requirement is graded in each assignment.
Your title page for each assignment paper needs to reflect your topic or focus for this course project.
There are faxes for this order.

You are to prepare a brief paper, but a minimum of three single-spaced (six double-spaced) pages for the body of your text, based on the following:
Choose an organization that you work for, or one with which you are familiar. Using the information on organizations and teams in Marchewka, Chapter 4 and the PMBOK Guide, Chapter 2 as a starting point, describe the following for the organization you have chosen:
? the formal organization structure (functional, matrix, project-based, or a hybrid of these) that currently exists
? informal structures and relationships and how they affect work
? how teams are formed
? how teams are managed
Discuss the positive or negative effects the existing formal and informal structures are having on projects within the organization (or might have if you do not have information on current projects). Finally, discuss what changes might be made in the organization to improve team management and project performance.
Be certain to support your arguments for change, including citing at least two references in addition to Marchewka and the PMBOK Guide

Prepare a 700-word paper discussing your operating definition of ?organizational behavior.?

Cited Sources (At least one source should be from the list below):

Brady, D. (2000, August 28). An executive whose time has gone: Increasing corporate complexity and the shift to team management are killing the chief operating officer. Business Week, (3696), 125.

Brickson, S. (2000, January). The impact of identity orientation individual and organizational outcomes in demographically diverse settings. Academy of Management. The Academy of Management Review, 25(1), 82-101.

Cottringer, W. S. (2000, June). Nice guys finish first. Security Management, 44(6), 24-31.

Keil, E. (1999, September 12). Managers take on coaching role. Denver Post - [Rockies Edition], p.N-05.

Luthans, F., & Stajkovic, A. D. (1999, May). Reinforce for performance: The need to go beyond pay and even rewards. Academy of Management Executive, 13(2), 49.

Nijhof, H. J., & Rietdijk, M. M. (1999, May). An ABC-analysis of ethical organizational behavior. Journal of Business Ethics, 20(1), 39-50.

Nilson, J. T. (1998, March/April). Life in the middle. Healthcare Executive, 13(2), 20-24.

Staley, G. (1999, July). The building blocks of management. Dental Economics, 89(7), 67-68+.

I would like writer infoceo for this task. A persuasive analysis on cross-functional teams and electrical and electronic waste management. Do not use any long block quotes and no more than 2 short quotes. Analysis must contain a fully documented body with no few than 6 full pages. Reference a minimum of 5 book dated no later than 1997, 5government documents, 5 journals, 5periodicals, and 5 internet sources. Analysis must have a defined thesis, abstract, introduction, body, summary, conclusion, recommendations, and outline. This analysis must end with a conclusion that offer specific examples or definite information that support the recommendation for adoption of cross-functional teams managing electrical and electronic waste management. Summary should provide the foundation for these requirements. the body of starts with the first heading after the introduction and ends with the last sentence before the summary. This means that the introduction with a well defined thesis statement, summary one paragraph, two paragraph conclusion, and one paragraph recommendation do not count in the 5-7 page requirement for the body of the paper. Ensure references are verifiable. include a reference page.
Customer is requesting that (infoceo) completes this order.

Customer is requesting that (infoceo) completes this order.

Subject : MBA program admission Goals statement
goal is : getting MBA defree to help me strengthen my finance knowledge and advance in management career.

below is some of working experience:
Summary
? 13 years of professional IT experience in the design and implementation of advanced technology solution for large scale web-based applications.
? Successfully development and management large team
? Excellent planning and organizational skill
? Consistent achievement of department objectives and goals
? Strong resource management and organization management skill
? Excellent verbal and written communication skills. Strong ability to write clear technical documents.
? Extensive experience in all phases of the system development life cycle.
? Talented problem solver with strong analytical skills
? Deep understanding of technology with a focus on delivering business solutions.


Education
B.S. Computer Science

Professional Experience
Application Developer Lead/Manager ? 2009 to Present
Managing a team of 20 developers . Main responsibility include team management and project management
o Lead planning, estimating, designing, implementing multiple releases
o Manage detail project plan to track the progress for each phase in project life cycle
o Run multiple release side by side by coaching and oversee multiple release led by leads in my team, provide guideline and discipline for running release, so all release are managed in consistent way.
o Working closely with other partner teams to get all release related questions/issues/clarification are solved in timely manner
o Working with reporting employee on defining objectives and career goals, providing direction , frequent 1-1 discussion and performance reviews for the reporting employees.
o Promote good working environment through team building activities


Application Development Lead- 2006 to 2007

Served as technical lead .
? Responsibilities include requirement gathering, analysis, planning, designing, development, assigning and tracking tasks, mentoring, testing, documentation and production support
?

Lead Software Engineer ? 2001 to 2006

Served as the technical . responsibilities include working with business users on business requirement analysis, application design, planning, working with business partner team, development, assigning and code reviewing tasks, tracking the project progress, mentoring, interviewing new hires.

Programmer Analyst 1999 to 2001


? Resolve the operational, programmatic and system irregularities.

please write a paper as if you were writing an executive summary to your CEO letting her know if this leadership class she sent you to was worth the money and should we send more employees to this class or was it not worth the time and money.? 1 page or less. Then write a 2 page reflection paper about the course what you learned and how it will help you in the future. This should be in the the following title and format: Create a Leadership Development Journal (LDJ) - write about how your mistakes went when you let yourself lead out of your comfort zone . basically you tried things out of your comfort zone and what happened? how did this work for you. what were the pros and cons. Also how many people a day did you make feel good? and how did you do it? then reflect on the magic pole excerise how did that go and what did you get from that? how did the other leadership excersises go just generalize them good or bad overall ?
Then write a Final LDP- 1-2 pages
For the Leadership Development Plain create an assessment of where you are now as a leader,communicator, current skills, and accomplishments. include short, medium, and long term goals what are your actions/commitments to achieve the objective This must be done in the SMART format ( my goals are short term pass the course, medium goals- get this move to the new house over with, long term- one day become president of the US)
S = Specific
M = Measurable
A = Attainable
R = Realistic
T = Timely
( some background on this and me... of course this is a made up one- I'm the COO of the VA in the SF bay area. I'm the youngest COO they have every had and I'm coming into this leadership role the same time the VA scandal broke on CNN- how did I transition into your role, what leadership style did you take ( I was a very direct/ military type approach with a lot of manipulation to get the old staff to do the right "new things") and a lot of ice cream socials. ?


The following is the desorption and the objectives (use this as material for the paper -did you learn the below?- answer should be yes to most of it)
COURSE CATALOG DESCRIPTION( project management class): Gain the leadership and communication skills to support successful projects in your organization. Through team-based activities and projects, master the most difficult aspects of team management. Discover how to build and maintain a high-performing, motivated project team using techniques such as teamwork and employee empowerment. Learn how to work together with your project team to avoid and resolve conflicts, make collaborative decisions, and build the foundation of trust and interpersonal relationships required for cohesive teamwork and successful project results.
OVERALL OBJECTIVE: The primary objective of this course is to equip executive staff with the soft skills of managing people and teams in projects including leadership, communications, team organization and development, conflict management, quality management, and negotiating.
SPECIFIC OBJECTIVES: At the completion of this course, participants will understand the role of leaders and team dynamics in projects. Participants will be able to:
Describe and apply various leadership and communication styles
Assess ones own leadership strengths and weaknesses and create a development plan
Recognize various organizational?structures and operate efficiently within ?them commitment to projects.
Demonstrate methods for gaining Negotiate for project resources
Organizational Influences
Organizational cultures and styles
Organizational structures: functional, ?matrix, and projectized
How projects typically fit into the overall corporate organizations ?Project Leadership
Leadership styles
Principles of Exemplary Leaders
Leadership versus management
Motivating -- WIIFM
Delegating: Why it is necessary and how to do it effectively
How to assess your interpersonal skills Project Communication ?Informal and formal presentations Assertive versus aggressive?Perception?Assume Positive Intent ?Feedback versus criticism ?
Problem Solving
Barriers to problem solving in projects Defining it?Generating options?Selecting solution
Problem solving tools and techniques
Consensus versus...? Our People
Leading AND following?5 Dysfunctions of Teams?Team organization and development?Aligning people to project goals?Virtual teams?Team evolution and what to do about it Ethics and Politics
Project Communication Management
Stakeholders
Establishing and communicating clear ?project goals
Information: creating, distributing/access




?

PLEASE ANSWER THE QUESTIONS BELOW. I HAVE ALSO ATTACHED THE DOCUMENT


Definitions
/Short Answer
(3 Points Each, 6
0 Points Total):
Leadership
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Three
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Skill Approach _
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Team Management
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LPC Scale
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Achievement
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Kennesaw State University
Siegel Institute
Foundations of Leadership
2
Final Exam
In
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Group versus Out
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Group _____
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Dyadic Relationship
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Transactional
versus Transformational Leadership
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Authentic Leadership
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Systems Thinking (the ?Fi
fth Discipline?)
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Personal Mastery
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Mental Models
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Kennesaw State University
Siegel Institute
Foundations of Leadership
3
Final Exam
Shared Vision
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Sarbanes
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Oxley
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Worldview
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HR
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Minded Leadership
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Kennesaw State University
Siegel Institute
Foundations of Leadership
4
Final Exam
Long Answer (4
0 Points Total):
Are leaders born or made?
Delineate
a case for both positions,
employing at
least 3
of the specific
leadership theories that we studied from the Northouse text.
Which position would Senge most support, and
why?
(15
points)
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Kennesaw State University
Siegel Institute
Foundations of Leadership
5
Final Exam
Using the Business W
eek article
found here:
http://www.businessweek.com/magazine/content/06_
06/b3970001.htm
and
the documentary
Bloomberg
video here
:
http://www.youtube.com/watch?v=wjxC5TUcmNo
analyze and evaluate
the leadership style/
effectiveness
/legacy
of
Steve Jobs. Apply at l
east 3 specific
leadership theories from the Northouse text, at
least 2 of the core disciplines
of learning organizations
from
the Senge text, and at least 1 major premise from the Sims
&
Quatro text. Be appropriately descriptive (i.e.
in what ways
did
Jo
bs lead particularly well and/or not well) and prescriptive (i.e. how could Jobs
have
improve
d
as a leader) in your response
. (25
points)
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Chapter 10
LEADERSHIP

1)Describe the methods leaders use to influence group members. (30 marks)

2) Describe about seven leadership characteristics and behaviors that you think will be important for you in your career as a leader. Indicate where you think you already have strength in a particular characteristic or behavior. (35 marks)

3)Describe what a manager must do to become a transformational and charismatic leader. (35 marks)

the book: essentials of Management (DuBRIN)









Chapter 10 explains the nature of organizational leadership and what a leader must do to be effective. Here we synthesize a number of ideas particularly relevant to the aspiring manager and leader. The chapter begins with an explanation of the difference between leadership and management, and then describes how leaders influence and empower team members. Next is a discussion of the characteristics, traits, and behaviors of effective leaders. A discussion follows of standard approaches to classifying leadership style: the participative, autocratic, and Leadership Grid styles. Additional insights into leadership are provided though describing situational leadership II, entrepreneurial leadership, and transformational and charismatic leadership. The final chapter topics deal with the leader?s activity as a mentor, and leadership skills.

Learning Objectives
_______________________________________________________________________

1. Differentiate between leadership and management.
2. Describe how leaders are able to influence and empower team members.
3. Identify important leadership characteristics and behaviors.
4. Describe the participative, autocratic, Leadership Grid, situational II, and entrepreneurial
styles of leadership.
5. Describe transformational and charismatic leadership.
6. Explain the leadership role of mentoring.
7. Identify the skills that contribute to leadership.

Chapter Outline and Lecture Notes
_______________________________________________________________________

Leadership is the ability to inspire confidence and support among the people who are needed to achieve organizational goals. Leadership ability is important at every organizational level.

I. THE LINK BETWEEN LEADERSHIP AND MANAGEMENT
Managers must know how to lead as well as manage. Management is more formal and scientific than leadership, while leadership involves having a vision of what the organization can become. C-level executives are supposed to exercise strategic leadership that sets the course for the organization. Effective leadership and management are both required in the modern workplace because to be an effective leader, one must also be an effective manager. Exhibit 10-1 presents a stereotype of the difference between leadership and management.

II. THE LEADERSHIP USE OF POWER AND AUTHORITY
Power is the ability to get others to do things and to control resources. Authority is the formal right to accomplish the same ends.

A. Types of Power
Leaders use different types of power to influence others, and team members have their sources of power. (1) Legitimate power is the authentic right of the leader to make certain requests. (2) Reward power is the leader?s control over valuable rewards. (3) Coercive power is the leader?s control over punishments. (4) Expert power is the leader?s job-related knowledge as perceived by subordinates. (5) Referent power is based on the loyalty of group members and the desire to please the leader. (6) Subordinate power is any type of power that employees can exert upward.

Despite some constraints on leadership power, a small number of executives abuse power such as using company funds for private use, such as having the company pay for home renovations.

B. Influence Tactics
In addition to using the sources of power just mentioned, leaders use specific influence tactics as follows: leading by example, leading by values, assertiveness, rationality (appeal to reason), ingratiation, exchange, coalition formation, and joking and kidding. A coalition is a specific arrangement of parties working together to combine their power, thus exerting influence on another individual or group.

Leaders typically choose an influence tactic that fits the demands of the situation. For
example, rationality might work best in a fast-paced team setting such as a meeting to
discuss a product introduction.

C. Employee Empowerment and the Exercise of Power
A current thrust in organizations is for managers to systematically share power and control with group members. Empowered employees are often better motivated stemming from a feeling of being in charge. Empowerment is widely used to enhance customer service. A key component of empowerment is the leader's acceptance of the employee as a partner in decision making.

1. Self-Leadership and Empowerment For empowerment to work well, people have to exercise self-leadership, the process of influencing oneself. Intrinsically
motivating tasks facilitate empowerment. To encourage self-leadership managers
should (a) set an example of self-leadership, (b) give encouragement and instruction in self-leadership skills, and (c) reward accomplishment in self-leadership.
2. Cross-Cultural Factors and Empowerment To the extent that cultural values
support the manager sharing power with group members, the more likely empowerment will lead to higher productivity and morale. For example, one study showed that Indian workers rated their supervisor low when empowerment was high.

III. CHARACTERISTICS, TRAITS, AND BEHAVIORS OF EFFECTIVE LEADERS
Many leadership situations require similar characteristics and behaviors. Leadership
encompasses a wide variety of personal qualities and behaviors that could be relevant in a given situation.

A. Characteristics and Traits of Effective Leaders
Dozens of studies demonstrate that effective leaders differ from others in certain
aspects. The same positive attributes of a leader will often facilitate his or her effectiveness in comparable settings. Also, the traits of leaders are related closely to the degree to which they are perceived as leaders. Key traits and characteristics are listed here.
1. Drive and passion. Leaders are noted for the effort they invest in their work and the passion they have for work and work associates.
2. Power motive. Power motivation is a strong desire to control others or get them to do things on your behalf.
3. Self-confidence combined with humility. Self-confident leaders project a
positive image, and are able to make tough decisions. A dose of humility added
to self-confidence makes the leader even more influential.
4. Trustworthiness and honesty. Leadership is undermined without a leader being
trusted, and trust is regarded as one of the major leadership attributes. Leaders must also trust group members. A current trend in leadership is to use open- book management, a system by which employees are exposed to financial details of the firm.
5. Good intellectual ability, knowledge, and technical competence. Problem-solving ability and knowledge of the business are essential for leadership success in most situations. The leader?s skills of obtaining, using, and sharing useful knowledge are crucial to success in the information age.
6. Sense of humor. The effective use of humor is regarded as an important part of a leader?s job.
7. Emotional intelligence. Most effective leaders are alike in one essential way: they have a high degree of emotional intelligence, or the ability to manage ourselves and our relationships effectively. Emotional intelligence is also said to encompass traits and behaviors related to intelligence such as self-confidence, empathy, passion for the task, and visionary leadership.

B. Behaviors and Skills of Effective Leaders
Traits alone do not make for leadership effectiveness. Key behaviors and skills are
also linked to leadership effectiveness. An effective leader:
1. Is adaptable to the situation The essence of situational leadership is to adapt to the situation. Adaptability is based on insight and intuition.
2. Establishes a direction and demands high standards of performance from group members The group must be pointed in the right direction. Then, effective leaders emphasize high standards of performance, which raises productivity.
3. Is visible and maintains a social presence Being visible allows for spontaneous communication with group members, and a relaxed atmosphere to hear about problems.
4. Provides emotional support to group members Giving group members support improves morale and sometimes productivity.
5. Gives frequent feedback and accepts feedback To change the behavior of group members, it is necessary to provide them feedback. The effective leader also listens to feedback from group members, and acts on positive suggestions, much like 360-degree feedback.
6. Recovers quickly from setback, including crises The trait of resiliency allows
managers to recover quickly form setbacks. A key part of managing a crisis well
is for the leader to present a plant for dealing with the crisis, and be calm and
reassuring.

7. Plays the role of servant leader. Some effective leaders believe that their primary mission is to serve the needs of their constituents, thereby working for group members.

IV. LEADERSHIP STYLES
Leadership style is the typical pattern of behavior a leader uses to influence employees to
achieve organizational goals. Much of the balance of this chapter relates to leadership styles.

A. Participative Leadership Style
A participative leader shares decision making with group members, as favored in the
modern organization. Because of its frequent use in teams, the participative leadership
is also referred to as the team leadership style. Three subtypes are: the consultative
leader simply gathers input before making a decision; the consensus leader works
toward complete agreement; the democratic leader confers final authority on the group.

Participative leaders can be found in all types of organizations, and at all levels. The
celebrated consulting firm, McKinsey & Co. chose a participative leader to help
invigorate the firm. Participative leadership works well with people who want to share
decision making. Yet consensus and democratic leadership is time consuming and
results in many meetings.

B. Autocratic Leadership Style
Autocratic leaders retain most of the authority for themselves and make most
decisions unilaterally. Autocratic leadership works well in a crisis, but has lost favor in
the modern organization. Nevertheless, several visible leaders such as O?Neal at Merrill Lynch and Donald Trump of the Trump organization are autocratic.

C. Leadership Grid? Leadership Styles
Research extending over 55 years has shown that the dimensions of tasks and relationships contribute to both performance and satisfaction. The widely quoted Leadership Grid is based on different combinations of the leader?s concern for results (tasks) and people (relationships). The Grid identifies five stereotypes. The developers of the Grid argue strongly for the value of sound (team) management (9, 9). Note that the version of the Grid presented in the text is from 2006.

D. The Situational Leadership?II
Situational leadership II (SLII) of Kenneth H. Blanchard and his colleagues
explains how to match the leadership style to the capabilities of group members on a
given task. Leaders are taught to use the leadership style that matches or responds to the needs of the situation. The major premise of SLII is that the basis for effective leadership is managing the relationship between a leader and a subordinate on a given task. Leaders adapt their behavior to the level of commitment and competence of a particular subordinate to a given task. The four combinations of commitment and competence are (a) Enthusiastic Beginner, (b) Disillusion Learner, (c) Capable but Curious Performer, and (d) Self-Reliant Achiever. Effective leadership depends on two independent behaviors: supporting and directing.

The style match up is as follows: Directing for the Enthusiastic Beginner; Coaching
for the Disillusioned Learner; Supporting for the Capable but Cautious Performer; and Delegating for the Self-Reliant Achiever.

A key point of SLII is that no one style is best: an effective leader uses all four styles depending the subordinate?s developmental level on a given task. The situational model makes sense in that competent people require less direction than do the less competent. But, in reality, leadership situations are less clear-cut that the four quadrants suggest. Also, the prescriptions for leadership will work only some of the time.

E. The Entrepreneurial Leadership Style
Entrepreneurial leaders tend to be task-oriented and charismatic, and their style is linked to personal characteristics, including the following: (1) a strong achievement drive, (2) high enthusiasm, creativity, and visionary perspective, and (3) uncomfortable with hierarchy and bureaucracy.

A general comment about leadership styles is the importance of adaptability to the
situation. A study of 3,900 executives found that leaders who achieve the best results do not stick with one leadership style. The effective executive selects the best style to fit a given situation.

V. TRANSFORMATIONAL AND CHARISMATIC LEADERSHIP
A transformational leader helps organizations and people make positive changes in the way they do things. Transformational leadership combines charisma, inspirational leadership, and intellectual stimulation.

A. How Transformations Take Place
Transformations are accomplished in one or more of three ways: (1) raising consciousness levels about the importance of rewards and how to achieve them, (2) getting people to transcend their self-interest, and (3) raising people beyond a focus on minor satisfaction to a quest for self-fulfillment. During the downturn in high-technology firms several years back, many leaders of these firms attempted to become transformational leaders.

B. Charismatic Leadership
Charisma is the ability to influence others based on personal charm, magnetism,
inspiration, and emotion. A charismatic leader (1) has vision, (2) has a masterful communication style, (3) inspires trust, (4) energy and action orientation, and (5) inspiring leadership. Charisma may be related to personality factors, but often the leader is perceived as charismatic because he or she has attained outstanding performance.

C. Developing Charisma
Managers can improve their chances of being perceived as charismatic by engaging in favorable interactions with group members, using a variety of techniques. Among them are to use visioning, make frequent use of metaphors, make others feel capable, smile frequently, make others feel important, and multiply the effectiveness of their handshake.
David Brandon, the CEO of Domino?s Pizza, provides a good example of a
transformational and charismatic leader.

D. The Downside of Charismatic Leadership
Some charismatic leaders are unethical and lead their organizations toward illegal and immoral ends. People are willing to follow the charismatic leader down a quasi-legal path because of his or her charisma. Some charismatic business leaders become so caught up in receiving publicity and mingling with politicians, they neglect the operations of the business. Because of this, lower-key executives are more in style than previously.

VI. THE LEADER AS A MENTOR AND COACH
Another vital part of leadership is being a mentor, a more experienced person who develops a prot?g?'s ability through tutoring, coaching, guidance, and emotional support. Coaching deals with helping others improve performance, is described in Chapter 16. A mentor can be an immediate manager, a staff professional, a co-worker, or someone in another company or industry. Helping the prot?g? solve problems is an important part of mentoring. Mentoring can be an informal relationship, or a formal relationship assigned by the company. A recently popular approach to mentoring is shadowing, or directly observing the work activities of the mentor by following him or her around for a stated period of time.

VII. LEADERSHIP SKILLS
Leadership involves personal qualities, behaviors, and skills (a present capability). Many of these skills have been mentioned throughout the book. Additional skills include sizing up situations so as to use the best leadership approach, exerting influence, motivating team members, and developing an inspiring mission statement.

Prospero Winery from Westchester County is looking to expand operations in Chile and China. Build the Business Team (management, capital needs, distribution channel)

this is a group project.The project is about the Solar Still. and Iam asked to research and write from 1000 to 1200 words about step number 3( only number3) which is (Sustainable development and ethical responsibilities) and here is assessment criteria:

Assessment Criteria:
Written Report (30%)
Projects will be judged based on the following criteria. All criteria bear equal weighting.
1. Solution to the design problem
Creativity and sound use of engineering principles used in producing a design that solves the problem both effectively and efficiently. Such as the:
Ability to apply knowledge of basic science and engineering fundamentals.
Ability to utilise an integrated systems approach to design and operation of the project.
Ability to consider the life-cycle of the design from concept to production to operation and disposal.
Ability to design practical and financially viable solutions.

2. Design process
The design process should involve, demonstrate and address the following criteria:
Clear documentation of the design process including a description of the various design principles, criteria and methods used in formulating the solution. Team management and approach to the development of solutions should be addressed when describing methods.
Teams should demonstrate the ability to identify a range of appropriate technologies and/or design solutions with critical analysis regarding their suitability for RDIC.
Ability to undertake problem identification, formulation and solution.
Ability to identify a range of appropriate technologies and/or design solutions.
Ability to critically analyse the design suitability for RDIC.
3. Sustainable development and ethical responsibilities
The student/s should demonstrate and address the following criteria:
Demonstrate an understanding of the social, cultural, environmental and economic context in which the project is set.
Clearly communicated appreciation of the principles of sustainable design and the professional and ethical responsibilities of engineers.
Appreciation of the designs social, environmental and economic context.
Clearly communicated appreciation of the principles of sustainable design.
Appreciation for the ethical responsibilities of engineers.
Appreciation for the role of technology and design in creating long term positive change for communities.
4. Quality of the written report and project summary
The student/s should demonstrate and address the following criteria:
Clearly and effectively describes the important aspects of the design including the problem solved, the method of solution and the contribution the project makes towards the sustainable development of Live & Learn and Cambodia.
Ability to communicate effectively throughout the written report.
Supporting material presented neatly and clearly (e.g. drawings, plans, maps, figures, tables, images).
Ability to relate the content of the written report to the selection criteria in the executive summary.
Reflection within the executive summary on their learning / experience gained through the EWB Challenge.
Further information on the EWB Challenge is in the INFO directory in Moodle within the file EWB Design Projects and Topics for 2009

Using the to prepare bullets below and the article, please write a two page paper addressing the questions asked. Thank you


Current Information and Communication Technologies
With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
To prepare:
Review the various technology tools described in this weeks Learning Resources.
Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?
Post on or before Day 3 a description of a current or new information, education, or communication technology tool that is being used in your specialty area and assess its impact on the quality of care. Highlight the effect that increased use of this technology would have on nursing practice and discuss the barriers that are slowing or hindering its adoption. Summarize how adoption of the technology tool could be facilitated.


NURS 6051: Transforming Nursing and Healthcare through Information Technology?Current Technologies?Program Transcript
NARRATOR: One of the most exciting elements of nursing informatics is the potential for continuous, uninhibited growth and development. New technologies and tools are emerging every day that are changing the face of health care and vastly improving outcomes. This week's media segment features Katie Skelton, Doris Fischer, Carina Perez, Shannon Mori, Carmen Ferrell, and Lynn Tamanaha as they discuss current technologies and innovations that are improving the health care field.
KATIE SKELTON: I think one of the huge things that we really will be paying much more attention to is population health. And I think without technology we don't have a chance really in managing that better. Being able to remotely manage patients, be able to have patients be able to call in or have technology report in changes in condition, and be able to have nurses and physicians and therapists be able to take action. Not just on one or two or their assignment of five patients, but literally hundreds of patients out in the community. I think we'll revolutionize health care and how we deliver it out in the community.
DORIS FISCHER: Currently at St. Joseph's Hospital we have a nursing research team which goes and does, not only literature searches for evidence-based practices but also-- because we're a magnet hospital-- they take those suggestions from our bedside nurses when they notice something is-- have a question about something at the bedside. And they research those out into projects. That information that comes from those and the evidence behind it then gets placed at the bedside. But how do you disseminate that throughout the hospital? That's where the technology will come in.
The technology with an intranet. And on that intranet has a place for nursing specific information. What's new? What can you utilize at the bedside, and how can you utilize it? The nurses go to that particular intranet and use that to gather the information that is new and evidence-based within the hospital. What we've done with that is we've taken those nurses who have a specific interest in an area, let's say diabetes, and we've used those nurses as the content experts to be the ones to-- let's call it a webmaster on that particular site-- in order for that evidence-based information to be current and up to date. Because their interest
2012 Laureate Education, Inc. 1
will drive them to know what's the latest and most important standards within that particular area.
You also, in that technology, you're looking at things like communication beyond the documentation. What about phones? How do we access our physicians? Now you're looking at not only communication on a medical record, but then now how do you communicate that out to the different members of the team and have them speaking the same language, so that everyone is on the same page. And once you're on the same page, the care for that patient now becomes evidence- based and perfect. Communication between physicians, communications from patients, and those things.
So what I'm working with is I'm working with not only our IT department. I'm also working with our chief nursing officer. And I'm working with the complete board on both the ministry side, and the health system side, in order to figure out what can I leverage that is going to give my nurses the best information flow and the best technology for their use on this ministry. And that means when a patient picks up the call light, where's it going to go. Does it go to the Secretary who says, can I help you, or can I make it go directly to the nurse? Because then you have that one to one nurse-patient. Your evidence is there. Your response time is better. And you know what's going on. So now you have satisfaction on the patient side that they're speaking directly with the nurse. Same with the physicians.
The younger physicians want messages, want to know information, like I said, out of a text message. So can I get that phone, that I can have a directory in, that can text message my physician and still maintain HIPAA standards, where no patient care information is out there and accessible, other than to the people that need it.
CARINA PEREZ: This is an exciting time where information sharing is a luxury. So we really try to optimize our documentation system. So within our documentation system, what we used to calculate as values, like fall risk scores, Braden risk scores, everything auto populates for you with a value and a direction on what to do if you get that value. So that's something that was built in and very helpful. You can also set auto reminders that, based on this, a reminder that says you should really do an intervention. So these are some of the values in it.
2012 Laureate Education, Inc. 2
What's coming up in our system is eMAR-BMV. In eMAR-BMV, for example, when you give a pain medication, every single patient has to be reassessed within an x number of time. Now, nurses are very busy and sometimes you don't get to reassess, and that may be forgotten. At other facilities where eMAR-BMV was implemented, the reassessment automatically reminds you, so they get 100% compliance. We are anticipating those same statistics.
eMAR-BMV is Electronic Med Administration Record. BMV is Bedside Medication Verification. eMAR is basically an electronic version of your paper MAR. BMV is bar code scanning at the bedside. Bar code scanning adds another layer of safety to med administration. It allows you to recognize the patient, and recognize the drug, and that it has been ordered and profiled for your patient.
SHANNON MORI: The future is very exciting. I would say I would love to see nurses being able to talk to other nurses across the country on specific diseases or if they need help figuring out what to do for their patients they'll be able to. Once technology also advances, I believe the nurses will be able to spend more time with their patients and less time charting. There's also a big hope for patients themselves. For every one. Being able to have their health record in the palm of their hand. Being able to look at their smartphone and say, oh, these are my medications, this is when I need to follow up with my doctor. I mean we pay the bills on our smartphones, we should be able to make informed decisions on health care as easily.
CARMEN FERELL: In each patient room there's a computer that the patient's documents on and there's a scanner for them to check both the arm band and the medication before delivering meds, because there's a patient safety factor. There's great studies that talked about that if we used a scanner the likelihood of nurses making mistakes in delivering medications is a lot less. So we use that technology for patients.
In every single room we also have-- especially in critical care-- monitors that monitor the patients automatically. Heart rate, blood pressure, respirations, that sort of thing. That information gets translated right into the computers for nurses and physicians to be able to see that automatically.
2012 Laureate Education, Inc. 3
In critical care you have the EKG or the electronic heart rate going on. So that gets automatically transmitted as well. If the patient happens to be on a breathing machine, that information also gets translated electronically. And in the critical care setting, which is really my love, there's all kinds of other machines that automatically get transmitted electronically. Like your IV fluid, it's automatically calculated and sent over to the medical record.
So there's a lot of technology that's helping us in a way capture the care that we're delivering. And then it's up to the nurse and the physician to take a look at that and figure out is the treatment correct. Do we need to alter any kind of treatment? And we're not quite there yet, but when we get there in a few months, the physician will be able to access all that patient information from their home, vacation, wherever they're at, and be able to make a good diagnosis without ever coming to see the patient. Because the nurse is pulling all that information into the medical record for them. Because that's what the nurse does.
There's voice recognition dictation today for physicians. But I think that's moving into also the nursing realm, and any other kind of a profession that would like that realm. So if you have someone that's maybe older and not so adept at typing in a computer, they can actually dictate everything that they've seen and done for the patient. While walking, on the phone, whatever. So that's an exciting thing for nurses when they look at the amount of work that they have to do. Also there is the ability for the patient to pull up their medical record at home, or anywhere, and see what care that they got delivered. So that's coming up on the horizon.
NARRATOR: In the following segment Lynn Tamanaha explains the details of a new Electronic Bed Board and how it has increased the efficiency of bed management at St. Joseph's Hospital.
LYNN TAMANAHA: Patients who want to come into our hospital-- Anyone who wants to stay overnight at the hospital, has to go through here. Basically, nowadays we use an Electronic Bed Board that we monitor all patient movement. What beds are available, patients transferring. As you can see on the bed board, pink is for girl. Blue is for boy. Yellow means that the bed is dirty and needs to be cleaned. White indicates the bed is clean and ready to be occupied.
2012 Laureate Education, Inc. 4
In the old days, we used to do pink and blue cards, and we have a whole set up with each individual room. And in each room we put in a pink card and a blue card. When we go through the bed huddles we go through each unit. And we go through and see which beds are open, and which ones are occupied, which ones are blocked. We talk about surgical patients that still need to be placed. Patients who are direct admits from physicians offices that are going into the bed that we may not know about yet. We talk about discharges, patients that are going to be going home soon or later on today, and which beds will be opening up.
So when we go through the Bed Board we talk about each unit. What's going on, how many patients they can take in. As you can tell we have a very, very busy ED, so we have to anticipate. What's going to be going on tonight, so we can smooth out the patient flow from our ED and also from our PACU. We also get a number of phone calls from other facilities that patients want to come here. So we have to also know what beds are open. So we can either accept those patients, say yes, we have open beds for them or, I'm sorry we don't have anything available right now.
In the old days, ER would have to call and say, hey, is there a bed open. We'd have to call the floor and say, what rooms do you have open. They say, yes we have a room but the bed is dirty. So we have to call back ED. Say, yes we have a bed, but it's not clean yet. Then they would call us back. Is the room clean yet? Then we would call the floor. Yes it's clean. Then call ED back again.
With the Bed Board, it's all automatic. It's great. When a patient is discharged it sends out an automatic page to our housekeeping staff. They go and they clean the bed. They call into a special number that turns the bed clean. We see that immediately on the Bed Board, so we know the bed is ready. It's cut down on all the phone calls. It's amazing how less phone calls it takes now to get a patient admitted. So patients are admitted quicker. They can receive their care faster on the floor if they don't have to wait as long for clean bed. It's just so much smoother nowadays with the Electronic Bed Board.
2012 Laureate Education, Inc. 5


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OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION, RESPONSE TIME TO BED ALARMS, AND PATIENT SAFETY
M T
ExaminationofWireiosTocinoioyToimpove
mursoComunication, RosponseTimetoBed
Aiarms, andPatient Safety
Linda Guarascio-Howard, MA, MS, PhD
Abstract
Objective: A medical-surgical unit in a southwestern United States hospital examined the results of adding wireless com- munication technology to assist nurses in identifying patient bed status changes and enhancing team communication. Fol- lowing the addition of wireless communication, response time to patient calls and the number of nurse-initiated communica- tions were compared to pre-wireless calls and response time sampling period.
Background: In the baseline study, nurse-initiated communi- cations and response time to patient calls were investigated for a team nursing model (Guarascio-Howard & Malloch, 2007). At this time, technology consisted of a nurse call system and telephones located at each decentralized nurse station
and health unit coordinator (HUC) station. For this follow-up study, a wireless device was given to nurses and their team
Author Affiliation: Dr. Howard is President of E&S Research Consultants, LC, in Chandler, AZ.?Corresponding Auttior: Dr. Linda Guarascio-Howard, E&S Consultants, LC, 2121 E. Desert Inn Drive, Chandler, AZ 85249 ([email protected]) Acknowledgments: The author would like to thank Dennis Gallant, Vice President at Hill-Rom, and Steve Henderson, Area Vice President for Support and Technical Contributions, Hill-Rom. The author also thanks contributors Kathy Malloch, RN, PhD, MBA, FAAN, Kathy Malloch and As- sociates; Judy Crook, DM, MSN, RN; and Susie Faz-McCann, RN.
members following training on device use and privacy issues. Method: Four registered nurses (RNs) were shadowed for 8 ; hours (32 hours total) before and after the introduction of the ; wireless devices. Data were collected regarding patient room visits, number of patient calls, bed status calls, response time
. to calls, and the initiator of the communication episodes.?: Results: Follow-up study response time to calls significantly decreased (f-test p = .03). RNs and licensed practical nurses responded to bed status calls in less than 1 minute??"62% of
the 37 calls. Communication results indicated a significant
shift (One Proportion Z Test) in RN-initiated communications, ; suggesting an enhanced ability to communicate with team?; members and to assist in monitoring patient status. Patient
falls trended downward, although not significantly (p > .05), for a 6-month period of wireless technology use comparedto the same period the previous year.
: Conclusions: The addition of a wireless device has advan-?: tages in team nursing, namely increasing communication with
staff members and decreasing response time to patient and
bed status calls. Limitations of the study included a change in?i caregiver team members and issues regarding wireless device " and locator badge compliance. Administrative issues that arose
during this field study Included bed and cable maintenance,?' device battery charging, and the training of new and floating I team members.?; Keywords: Patient safety measures, interdisciplinary teaiDS,
design, response time, patient falls
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RESEARCH
I HERD V0LUME4. NUMBER 2. PP 109-120 COPYRIGHT 02011 VENDOME GROUP. LLC
Introduction
Effective communication within caregiver teams is an important element for bed status response and patient safety programs, including patient fall prevention programs. The Joint Commis- sion (2007) identified effective communication among caregivers as a 2008 Patient Safety Goal. Communication issues were listed as the major root cause of patient falls in the Joint Commission Sentinel Event Alert (2000). The ability to com- municate directly with co-workers and to locate team members is important for quick caregiver response to patient conditions, bed status alarms,
and fall prevention. In this follow-up study, re- sponse time to patient calls and bed status alarms was examined following the implementation of bed status alarms linked to wireless technology worn by caregiver teams. Communication pat- terns were collected and compared to a baseline study (Guarascio-Howard & Malloch, 2007) to identify the changes in response time and com- munication fiow patterns of caregiver teams.
Much of the healthcare patient safety literature has focused on fall prevention programs, mod- els (Hignett 8c Masud, 2006; Weatherall, 2004), and patient assessment methods (McFarlane- Kolb, 2004; Morse, Morse, &c Tylko, 1989; Sal- gado, Lord, Ehrlich, Janji, & Rahmand, 2004). The programs consist of a variety of components, including patient assessment, environmental haz- ard analysis, and the use of interventions such as bracelets, bed rails, and bed alarms (Agostini & Baker, 2001). Hospital designs such as decentral- ized nurse stations have been investigated and
linked to positive patient safety outcomes; they
Effective communication within caregiver teams is an important
element for bed status response and patient safety
programs, including patient fall prevention programs.
are considered desirable because they enable pa- tient visibility, access, and information (Brom- berg, 2006; Guarascio-Howard & Malloch, 2007; Page, 2004; Reiling, 2005).
Few studies on wireless technology and bed alarms were found. Wireless technology research by Breslin, Greskovich, and Turisco (2004) and Kuruzovich, Angst, Faraj, and Agarwal (2008) identified cost savings associated with reduced communication times, user preference surveys, and communication fiow efficiencies. Methods to collect patient call data included sampling calls by monitoring rooms, not the caregiver. In a clas- sic study published by the Agency for Healthcare Research and Quality, Tideiksaar, Feiner, and Haby (1998) examined bed alarms and their ef- fect on patient falls. However, wireless technology
was absent, and the focus was the relationship be- tween bed alarms and patient falls. The literature search did not produce research exploring team nursing models nor team communication related to fall prevention and wireless technology.
This follow-up research examines the effect of in- tegrating wireless devices with nurse call systems
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EXAMINATION OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION, RESPONSE TIME TO BED ALARMS, AND PATIENT SAFETY 1
m
and bed alarms to answer the following questions: ( 1 ) How do wireless communication devices affect communication within the team nursing model? and (2) How does wireless technology affect re- sponse time to patient and bed status calls?
Background
Why are bed alarms an important intervention for patient falls, and how can their effectiveness be improved? The field of occupational safety an- alyzes interventions and controls using a system- atic method based on level of protection, feasibil- ity, and effectiveness. In preventing falls or any injury, the National Institute for Occupational Safety and Health (NIOSH, 2008) identifies a hierarchy of controls to prevent injury and illness resulting from hazards such as falls.
Control methods such as substitution at the top of the list in Table 1 are potentially more effective and protective than those at the bottom, such as personal protective equipment, because controls requiring little or no human involvement afford less chance of human error. If a patient is involved in a protective intervention, then a multitude of behavior and physical awareness factors will af- fect the successful outcome of the intervention. Although the most effective at reducing hazards, elimination and substitution are not always fea- sible, or they are extremely expensive to imple-
ment. For example, eliminating falls by manually transferring patients from bed to bathroom would require patient lifts to be installed in rooms at the time of construction or involve considerable expense to retrofit. However, other patient trans- fer scenarios, such as patient room bed transfers
to transport gurneys, can be eliminated by using the patient room bed for transfer to Radiology or other hospital departments.
Engineering controls, the next most effective fall protection category, are interventions such as bed rails and bed height adjustments. Just as a punch press guard may be propped open by an operator, bed rails and height adjustments can be defeated by patient action either intentionally or inadver- tently. When bed alarms are supported by inte- gration with the nurse call system, protection is increased. However, bed alarms that are audible only near the patient room and the health unit co- ordinator (HUC) station risk going unnoticed. If the HUC is unavailable and the caregiver is in an- other patient room, the alarm could ring without
response. The addition of a wireless system allows the caregiver to be notified immediately of a bed status alarm. Redundancy of alarm methods and bed status notification is desirable for increasing the effectiveness of bed status alarms.
Administrative controls include work practices such as fall assessments, fall risk signs, and arm bands. Such work practices are important for identifying fall-risk patients and the need for close monitoring; however, engineering controls such as bed rails and alarms represent a physical barrier that does not require the involvement of a caregiver. When a patient's mental or physical conditions override engineering controls such as bed rails, both alarm and communication systems are needed to alert caregivers. The initial cost of
engineering controls is usually higher than that of administrative controls. However, savings may be
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RESEARCH?HERD VOLUME 4. NUMBER 2. PP 109.120 COPYRIGHT 82011 VENDOME GROUP, LLC
realized in the cost of care for falls that occur during a patient stay that are not compensated by the Centers for Medicaid and Medicare Services (CMS, 2008).
Communication
In a team nursing model,?communication is impor-?tant for the coordination of?healthcare and the efficiency?of response to patient con-?ditions. In an analysis of?144 fatal events, the Joint?Commission (2007) lists lack of communication as the second leading cause of falls, just behind in- adequate training and orientation for caregivers.
To help describe communication in a team envi- ronment, the communication leader or initiator was observed and recorded, and team communica- tions were analyzed. The communication initiator's analysis described communication structure, flow, and team leaership (Moss & Xiao, 2004). Xiao, Seagul, Mackenzie, Ziegert, and Klein (2003) de- scribed an example of team leadership in an anal- ysis of operating room teams and leaders, which indicated that as team experience increased, there was more shared leadership. However, on a medi-
cal-surgical unit, a team can be distributed in vari- ous areas of the floor including the patient room, an alcove, the HUC station, or a service area.
Efficient workflow may also be inhibited by the team leader having to walk around to identify
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Table 1. Hierarchy of Controls and Interventions
Controls/Interventions Hazard
ProtectionExample
Move patients in room bed.
Utilize bed rails and low bed height adjustments.?8ed rails??"low bed with bed exit alarms, nurse call system, and wireless.
Fall assessments, patient bracelets. armbands, signs, and open doors.
Walkers and hip protectors.
Patient Involvement
No patient involvement.
Patients can adjust bed rails and fall.
Alarms??"call system alone will first need HUC involvement. Wireless- direct alert to caregiver Depend on completion of assessment.
Falls go unnoticed.
Patient involvement and training needed.
Elimination/substitution
Engineering controls
A physical barrier and supportive devices between the patient and the hazard.
Patient transfers- bed to gurney. Patients falling from the bed.
Policy to identify fall- risk patients.
Devices require patient compliance.
Administrative controls
Work practices and policies
Personal protective equipment?Devices to lessen fall risk.
rooms with call lights on or to travel to the mas- ter station to find team members. Several studies have determined that walking the hallways can take up a significant amount of a nurse's time??"as much as 28.9% (Burgio, Engel, Hawkins, Mc- Corick, & Scheve,.199O; Hendrich & Lee, 2004; Ulrich, Quan, Zimring, Joseph, &c Choudhary, 2004). The objective of technology is to help re- duce walking time and increase the efficiency of healthcare services.
Methodology
A medical-surgical care unit in a southwestern U.S. hospital examined the results of adding wireless communication technology and linking it to pre-existing systems to help caregiver teams respond to patient calls and to identify bed sta- tus changes and bed exits. The medical-surgical care unit consisted of 24 rooms arranged in two long, parallel hallways with the HUC located in the center. Caregiver teams were located at the

EXAMINATION OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION, RESPONSE TIME TO BED ALARMS, AND PATIENT SAFETY 1m m
alcove stations, which were situated between two patient rooms and equipped with telephones and two desktop computers. The baseline study (Guarascio-Howard &c Malloch, 2007) staffing called for three teams of three registered nurses (RNs), three licensed practical nurses (LPNs) and three certified nursing assistants (CNAs). In the follow-up study, staffing was periodically altered and two CNAs shared the 24 patients, three RNs, and LPNs. Communication patterns and the re- sponse to calls in the follow-up study were com- pared to the baseline data.
Baseline Study Technology
Technology in the baseline study consisted of a nurse-locating system that required caregivers to wear badges that were tracked and monitored at the HUC master station. The call lights located outside each room flashed and were visible to care- givers in the hall and monitored at the HUC mas- ter station. Communication audio stations were located near the patient bed, on the patient room wall, in the medication room, in the lounge, and in hallways. Bed status calls consisted of bed exit, bed speaker disconnect, and staff disconnect. Status alarms rang at the HUC master station and in the patient room. The HUC could talk to the patient
through a pillow speaker and notified the caregiv- er, if necessary. The physical arrival of a caregiver at the patient room depended on HUC response time and/or the ability to see the call light.
Follow-Up Study Wireless Technology
The wireless communication device was equipped with display and audio, and it received team communications and alarms regarding bed exit
and bed status changes. The wireless device also allowed team members to communicate with hospital department heads. The nurse-locator system was linked to the wireless communica- tion device, enabling the alarms to reach care- givers assigned to rooms. The unit coordinator was also provided with a wireless device and was able to view all bed status and exit alarms from a master station. The combination of the wire- less device and master station facilitated quick response to patient calls.
The added wireless communication technology provided enhancements to fall protection bed alarms for caregiver teams. Additional alarms and bed status changes could be sent to caregiver wireless devices. Some of the additional bed status alerts available to team wireless devices included bed height, bed brake, head rail, foot rail, system turned off, or bed exit alarm turned off.
The wireless device was added to the floor and caregiver teams for purposes of this follow-up re- search. At the time the research was performed, department heads and administrative units were using the wireless device in the hospital, but it had not been distributed to caregivers. The wire- less device enabled communication with team members via simple commands, such as speaking a team member's name into the device. Bed status changes appeared as text messages with audible
notification.
The following steps were required to update com- munication systems, prepare caregivers, and sup- port experimental conditions:
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1. The nurse locator system had to be linked to the wireless communicator to enable caregiv- ers to receive alarm notifications.
2. A bed alarm protocol and a bed protection template were developed with input from management.
3. Training regarding Health Insurance Portabil- ity and Accountability Act considerations, bed status setup, and providing device information instructions to call team members had to be conducted for day shift caregivers and HUCs.
4. Continued support systems were set up to re- spond to bed communication system failures, wireless device maintenance, and breakdowns.
5. Management enforcement was needed for badges and wireless devices and for additional training for current or new personnel.
The protocols for bed alarm conditions and bed status notification were developed with input from nurse managers and systems manufacturer representatives. Every morning the HUC entered default templates into the system. The default bed protection consisted of bed brake on, bed in the low position, and head rail up. The second level of protection was the activation of the bed exit alarm, determined by an RN and the assess- ment scoring system. The third level of protec- tion required four rails up, activation of the bed exit alarm, and a physician's order. Deviations from the template or changes in bed status initi- ated a notification to the wireless device, alerting
assigned caregivers and the HUC.
The bed alarm and status notification was priori- tized as First Assignment??"RN, Second Assign-
ment??"LPN, Third Assignment??"CNA, and Fourth Assignment??"HUC. The bed alarm and status notification was a low-decibel sound and a unique tone. If the RN chose not to answer the wireless device, the alarm would automatically notify the LPN, the CNA, and then the HUC. The H U C could then observe the locations of caregivers on the Master Station and follow up with the closest caregiver. The RN would be aware of the alarm notifications and have the ability to follow up on them later.
Patient-initiated calls, including normal calls (requests for pain medication, food, etc.), bath- ing, and toilet requests, were routed through the HUC station, which was the same call routing as the baseline study. The HUC also had a wireless device and could use it to notify caregivers to as- sign bed calls indicate patient-initiated calls, and other needed information.
Five weeks following the training and use by team members, data were collected for four RNs adher- ing to the baseline study experimental procedure (Guarascio-Howard & Malloch, 2007). Four RNs were shadowed from 7:00 a.m. to 3:00 p.m. in the medical-surgical care unit areas excluding patient rooms per institutional review board ap- proval requirements. Data collected were coded to protect patient-sensitive data and to preclude nurse identification. The nurse call system gener-
ated response times to patient calls and change-in- bed-status alerts. The wireless device system ran reports on the number of calls, the call initiator, whether a call was received successfiilly, and the to- tal time of the call. The wireless devices were used
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Table 2. Technology Utilization
Technology
Baseline Follow-up
Face to Face 77.05% 74.76%
Phone Page 20.00% 1.97% 11.39% 1.52%
Audio Stations
0.98% 0.76%
Wireless N/A 11.57%
EXAMINATION OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION. RESPONSE TIME TO BED ALARMS. AND PATIENT SAFETY 1mCO mS
for a 6-month period following the training and a 5-week adjustment period. Fall data were collected for the 6-month period of the follow-up study and compared to the previous year's 6-month period.
Results
Communication data and safety indicators were compared before and after the introduction of the wireless technology. Results were analyzed from five data sources: shadow log data, the nurse locator report system, the wireless report system, fall records, and audio recordings.
Patient Falls
Patient fall rates trended downward for the 6-month follow-up study period compared to the baseline 6-month period. However, the results were not significant {p > .05). The average 6-month baseline fall rate was 2.7, and the follow-up fell rate was 2.0. Fall rates are dependent on multiple issues and root causes (Joint Commission, 2000). Caregiver communications and bed alarms help control fall rates, but process measurements such as response time and communication events are important indicators of patient safety effectiveness and fall prevention engineering controls.
Technology Use
Data generated from the shadow logs revealed differences in technology use in the follow-up
study (see Table 2). Wireless communicator use was 11%, and phone use decreased from a 20% use in the baseline study to 11.39% use??"almost a 50% decrease. This suggests that communica- tions normally handled by telephone were now being communicated by wireless. The advantage of the wireless communicator over the tele- phone was that team members could contact each other in any area of the medical-surgical care unit, whereas phone use was limited to the alcoves, and nurse-locating systems were at the HUC station, on wall units, and in patient rooms, lounges, conference rooms, and medica- tion rooms. The HUC is also required to find the caregiver and then phone or use the nurse locating system. The wireless device also had a capability for leaving voice messages if team
members were not available.
Table 3 displays data regarding the wireless com- munication use of team members and hospital personnel during the 8-hour shift: sampled. Two reports were generated by the wireless device soft- ware. One report listed all incoming calls and the second report listed outgoing calls. The reports identified the caller, receiver, and total time of the call. RNs made 31 calls, which was 65% of all completed calls. Forty-two percent of the RN calls were made to the CNA. Incoming calls from the HUC to the RN enabled additional monitor-
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Table 3. Wireless Device Use by Caregiver?Team Members RN Outgoing Calls
Incoming Calls to RN
Follow-Up Study
HUC 3 LPN 7 CNA 13 Other RN 4 Other Departments 4
Total Completed Calls 31 Average Time per Call N/A Incomplete Calls 14
ing of bed status alarms and calls from patients. RNs were able to network with other staff RNs and to plan breaks and lunches. Patient informa- tion and questions were immediately communi- cated among team members. The average com- pleted call time was between .5 and .56 minute
or 30 to 34 seconds per call.
Incomplete calls were logged by the wireless sys- tem; however, data indicating the amount of time to initiate incomplete calls were not collected. The training did not include information for contact- ing outside departments, but several RNs quickly realized that speaking the department name into the device provided direct contact. However, in- complete calls did result from the following: the call was not answered by a team member; the team member did not log into the system, an incorrect name was used, or the team member rejected the call. Team members did not answer
calls when engaged with patients, and they could reject calls during a lunch break. A log-in process was required before beginning a shift: and had to be completed before calls could be received. An estimate of incomplete call time was a few sec-
onds, or the time it takes to speak a person's name and for the system to respond.
Response to Calls
Healthcare safety outcomes should include care- giver response to bed status calls and patient calls. Patient and bed status call activity was analyzed for the baseline and follow-up teams for the days sampled. Normal calls included responses to pa- tient requests for medication, food, and so on. Bed status calls included calls related to bed exit alarms, bed rails, bed brakes, and bed height sta- tus. The "all calls" category is the sum of normal calls, bed status alarms, bath, and all other types of call. Table 4 shows a significant decrease in the follow-up team response time to all calls, (i-test,
p = .03) as well as a 145% increase in the num- ber of calls. The increase in bed status calls was expected because of the bed protocols established in the follow-up study environment. Addition- ally, the routing of bed status calls directly to the team helped reduce bed status response time. The number of bed status calls for follow-up data col- lection increased from 3 to 37 calls for 4 days of shadowing, and normal calls increased from 69 to
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Number Time (mins.) Number
Time (mins.) 1.35 6 2.40
3.73 7?6.47 0?2.10 4 1.67 2.11
15.76 .51 N/A
17 8.57 N/A .50 5 N/A
00
4.50 0

EXAMINATION OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION. RESPONSE TIME TO BED ALARMS. AND PATIENT SAFETY 1m S
Table 4. Nurse Locator Calls and Response Time Baseline
Follow-Up Total Number
179
84 37
Call Type
All Calls?Normal Calls Bed Status Calls
Total Number
73 69 3
Average Response (mins.)
Average Response (mins.)
2.73
4.14
1.32
84. The additional calls suggest additional moni- toring ofpatient rooms.
Table 5 identifies bed status call response time by team member. Follow-up study bed status calls were routed through the protocol: first to the RN and then to the LPN, CNA, and HUC, respec- tively. The RN responded to 38% of the calls in fewer than 30 seconds. The LPN responded to 24% of the calls in less than 1 minute, and the CNA responded to 14% in less than 1.5 minutes. The remainder of the bed status calls had HUC involvement, which included additional time and the need to locate the RN or identify possible bed or alarm issues. Pre-wireless team responses
Table 5. Bed Status Call Response
to bed alarms were greater than 1.5 minutes. Al- though not significant {t-testp >.O5), the number of RN visits to patient rooms also increased by 38%, from 199 to 274 visits, following the intro- duction of wireless technology.
Caregiver Communication Analysis
The number of communication episodes was ana- lyzed by means of a review of the audio recordings collected while shadowing. The total number and duration of communications increased by 77% in total minutes and 78% in total number (see Table 6). An increase in communication episodes among caregivers adds to the efficiency of pa- tient care by proiding additional opportunities
Caregiver Response rime?(HUC or Nearby Caregiver)
0-30 seconds >30 >1 <1.5 minutes
>1.5 <2 minutes
>2 minutes
Total
Average response
Baseline Te<3m Caregiver Response Follow-Up Tearr1
4.05 4.19 2.25
Number Percentage Time Number of Total
Percentage of Total
0 0 0 0
00
2 67
1 33?3 100% 2.25 N/A
38 LPN>30<1 9 24
Protocol?RN 0-30 seconds 14
minute?CNA >1<1.5 5 14 minutes?HUC >1.5<2 2 5 minutes?> 2 minutes 7 19 Total 37 100% Average response 1.32 N/A
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Table 6. Communication Episode Comparison
Communication Episodes
Baseline Pre-Wireless
Follow-up Post-Wireless Increase
Time (Minutes)
245.35
435.03 77%
292 520
78%
124 169 275 245
122% 45%
to clarify expectations and patient orders (Joint Commission, 2000; Xiao et al., 2003).
Team leadership and communication patterns within the caregiver teams were explored by identifying the initiator of the communication episode (see Table 6). The frequency of RN- initiated communication increased significantly over the baseline study and pre-wireless condi- tions (One Proportion Z Test, which compares the proportion or percentage of nurse calls in the two studies). Additional communication episodes suggest enhanced leadership opportu- nities in areas such as care planning, mentoring, and monitoring team activities. Furthermore, the monitoring of patient bed status increased the need for more communication. Several RNs also commented on the ease of locating team members, which lessened the need for addition-
al walking and searching.
Discussion
Results indicate that caregiver team efficiency increased because of decreased response time to patient calls and bed status alarms. The increase in room visits and communication events among team members and hospital stafl^ facilitated in-
creased efficiency and the monitoring of staff and patient activities. Although the reduction in pa- tient falls for a 6-month period was not signifi- cant, process measures such as response to calls was significant. Response to bed status is impor- tant in preventing falls and also for minimizing injury when a fall occurs. The options of head rail, foot rail, and low-bed status in addition to bed alarms are a means to monitor patient status more comprehensively and customize protection measures for individual patients. Tideiksaar et al. (1998) described other advantages to bed status changes such as quick identification of patient
acute illness conditions, which may include fre- quent trips to the bathroom.
However, the implementation of wireless com- munication and additional bed status alarms creates the need for management systems to sup- port these technologies. Bunch (2005) identifies training and management support as extremely important for implementation. Caregiver turn- over necessitates ongoing training. Wireless de- vices and nurse call badges demand compliance and monitoring by management. Beds require the regular testing and maintenance of cables and alarm connections. Additional HUC responsi-
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Number of Episodes
RN-lnitiated
Team-Initiated

EXAMINATION OF WIRELESS TECHNOLOGY TO IMPROVE NURSE COMMUNICATION, RESPONSE TIME TO BED ALARMS, AND PATIENT SAFETY 1m
The implementation of wireless communication and additional bed status alarms creates the need for management systems to support these technologies.
bilities must be kept in mind when considering staffing and bed protocol input.
Limitations of the follow-up study include a change in caregiver teams from the baseline study to one CNA for two RNs and 12 patients instead of eight patients and one RN. This ap- plied to all days sampled, which may have in- creased the need for additional team coordina- tion communication by the RN. Also, there were systemic operational problems, such as software breakdowns, team locator badge com- pliance, wireless device compliance, and Boat- ing staff training. The follow-up study strongly suggests that the wireless device improved nurse efficiency by enabling team members to receive and respond efficiently to bed status alerts. Al-
though most RNs exhibited high enthusiasm for the technology, suggestions were made to extend alarms to patient chairs and to include the physicians who support the unit. One of the RNs sampled had difficulty using the wire- less device; however, a hospital technician pro- vided additional support. Follow-up training is needed for continued caregiver team use after the technology is introduced.
Conclusion
This study suggests that wireless technology offers advantages for communicating the status of pa- tients and fall risk factors. Patient falls occurring during hospital stays result in additional costs to the hospital as well as pain and suffering for the patient. Wireless devices offer additional patient monitoring capabilities, thereby increasing the effectiveness of bed alarms related to bed status changes and the notification of all caregiver team members. This communication results in a faster
response to patient conditions.
The wireless device offered the RN additional op- portunities to communicate with team members. As team leader, the RN is able to communicate with members anywhere on the floor. Conversely, physicians and caregiver teams have easy and im- mediate communication access to the RN. Pa- tient care and caregiver team management were enhanced by this communication device.
Future research should consider collecting data on fall assessment, which is needed to establish proper bed protocols. Protocol management cre- ated additional work for the HUC, who had to obtain information from the RN and enter it into the system. To effectively implement this system, it would be helpful to evaluate all caregiver and management role changes.
A comparison of patient satisfaction scores before and after wireless device implementation indi- cates an additional area for future research. The RN perspective would be a great asset not only regarding patient satisfaction, but for designing
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I HERD VOLUME 4. NUMBER 2. PP 109-120 COPYRIGHT (82011 VENDOME GROUP, LLC
future fall protection systems, including bed sta- tus alarms and wireless devices.
References
Agostini, J. V.. and Baker, D. I. (2001). Chapter 26. Prevention of falls in hospitalized and institutionalized older people. In Making health care safer: A critical analysis of patient safety practices (pp. 281-299). Evidence Report/Technology Assessment: Num- ber 43. AHRO Publication No. 01-E058. Rockville, MD: Agency for Healthcare Research and Ouality. Retrieved June 5, 2007, from http://www.ahrq.gov/clinic/ptsafety/
Breslin, S., Greskovich, W., & Turisco, F. (2004). Wireless technol- ogy improves nursing workflow & communications. Computers, Informatics, Nursing, 22(5), 275-281.
Bromberg. J. (2006). Planning and designing highly functional nurs- es stations. Healthcare Design, 11, 80-88.
Bunch, J. (2005, June). On the uses of bed alarms. Nursing Homes: Long Term Care Management, 50-52.
Burgio, L., Engel, B., Hawkins, A.. McCorick, K., & Scheve, A. (1990). A descriptive analysis of nursing staff behaviors in a teaching nursing home: Differences among NAs. LPNs and RNs. The Gerontologist, 30,107-112.
Centers for Medicare and Medicaid Services. (2008). Fact sheets: Details for: Medicare Takes New Steps To Help Make Your Hos- pital Stay Safer. Retrieved July 5, 2009, from http://www.cms. gov/apps/media/press/factsheet.asp?Counter=3227&intNumP erPage=10&checkDate=&checkKey=&srchType=1 &numDays= 3500&srchOpt=0&srchData=&keywordType=AII&chkNewsType =6&intPage=&showAII=&pY ear=&year=&desc=false&cboOrder =date
Guarascio-Howard, L., & Malloch, K. (2007). Centralized and de- centralized nurse station design: An examination of caregiver communication, work activities, and technology. Health Envi- ronments Research & Design Joumal, 7(1), 44-57.
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Hignett, S., & Masud, T (2006). A review of environmental hazards associated with inpatient falls. Ergonomics, 49, 605-616.
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Tideiksaar, R., Feiner, C. F, & Haby. J. (1998). Falls prevention: The efficacy of a bed alarm system in an acute-care setting. In Making health care safer: A critical analysis of patient safety practices (pp. 281-283). Evidence ReportATechnology Assess- ment: Number 43. AHRO Publication No. 01-E058, July 2007. Rockville, MD: Agency for Healthcare Research and Ouality. Re- trieved from http://www.ahrq.gov/clinic/ptsafety/
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120 WWW.HERDJOURNALCOM ISSN: 1937-5867
Copyright of Health Environments Research & Design Journal (HERD) is the property of Vendome Group LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

Managing Information Systems (e-government, e-learning, e-commerce, and ERP) development in Changing environment: Libya Case study

Libya now seems poised to be the first country to see a true change in governance,thanks to Muammar Qaddafis megalomania and his amorphous jamahiriya (state of the masses) which was full of mess and corruption But such change may not have an easy ending. The previous regime damage has inflicted on his country is likely to extend well past his demise because he leaves behind a weak state without functioning institutions. researcher believes that information systems is one of the challenges in new Libya so he wants manage it in such changing environment (Libya)

My Research Aim, Objectives, and questions
The main aim is applying managing information system development in changing environment in Libya for both national and organizational context. In order to achieve the above aim, three specific objectives are identified as follows:
1. To critically investigate the current state of managing information system development in changing environment
literature. (Required point in the lituratrue rivew)
2. To explore and investigate the characteristics affecting information system development in Libyan context.
3. To present a model based on the findings from the two objectives above. This model will serve two main
functions: (I). It will help fill in gaps in the current literature relating to managing information system
development in changing environment in Libya. (II). To suggest a framework to manage information system
change in Libya.

Three research questions are formulated as a means of pursuing the above objectives, these being:
1.What are the key factors that affecting when applying managing information system development in changing
environment in Libya, and why are these factors so important in Libyan context ?
2. What are the major information systems that most needed in Libya?

The required is the Literature Review includes the following subtitles:
2.1 Introduction
2.2 Overview on Information Systems in developing countries
2.3 Introduction to Managing IS development in Changing Environment
2.4 Previous Research regarding IS implementation Barriers
2.4.1 General issues affecting IS adoption and implementation
2.4.2 Factors affecting Information systems implementation in Libya

In addition to the attached files please find the below links :
http://www.sciencedirect.com/science/article/pii/S0378720696010919 (Changing environment)
http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.548519 (Libya)
http://ethos.bl.uk/OrderDetails.do?did=2&uin=uk.bl.ethos.521554 (Libya)

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Management behaviour
Essay of 1000 words to compare management theory and styles, include discussion of selected classical management theories; review of leadership styles and the role of partnerships and stakeholders in business.

Managing and Leading:How to be successful

APA style double spaced with 1-inch margins left, right, top and bottom, and a 12-point font.

Criteria
1. Define the problem/paper
2. State the purpose of the paper
3. Accumulate evidence
4. Correct Punctuation/Spelling
5. Refrences (5)

Managing Across the Organization

Imagine that you are the CEO of an organization. You?ve managed the organization effectively, including managing the relationships and processes across the organization. However, when the Senior Manager, R & D left the organization, you discovered that he had left a bad legacy in the organization as he attempted to gain power over his peers and subordinates by controlling information. This left the team in a quandary. In order to prevent this from happening again, you want to prepare the new manager as she takes on her new responsibilities.

Conduct research regarding power and politics, as well as on employee involvement. Write a confidential note of 700-1,050 words to the new team leader describing what you know about how to successfully manage a cross-functional team across a manufacturing organization. Address the following questions in your note:

a. What critical internal partnerships and alliances must a new R&D leader maintain in a manufacturing organization? Explain.

b. How does the formal power structure help (or hinder) cross-functional team effectiveness? Explain.

c. What kinds of things should the team leader know about the informal political landscape? In a system with a strong informal culture, whose help and support should the new team leader cultivate and why?

d. What strategy would you suggest the new team leader employ to be successful?

e. Be sure to support each of your assessments from the libraryand recommendations with sound research

Please write in APA writing style!!!!!!!!!!!!!!!!!!

Team Leadership Portrait and Essay



Part 1: Develop a portrait of your team leadership style. Include how you deal with such leadership aspects as change, discipline, failure, communication, decision making, creativity, goal setting, risk taking, problem solving, pressure, motivating yourself, motivating others, dealing with pressure, delegating, vision casting, prioritizing, building trust, giving praise, confrontation, etc. The portrait should be 4 double-spaced pages in length.




Part 2: Using the created portrait, develop an essay that speaks to how your style affects your ability to build and manage a team. The essay should be 4 pages in length (double-spaced).

Managing Diversity Paper
Write a 1,400-1,750-word, paper exploring the aspects of managing diversity in the workplace.
Examine the value of cultural differences and how these disparities may strengthen or weaken the future workforce.
Analyze what value your specific organizational culture represents in your business and how management and human resources currently address the issues.

Management Functions (Include real case/situation)

Outline:

Introduction
Planning / Coordinating
Organizing
Staffing
Communicating
Motivating
Leading
Controlling
Conclusion

INSTRUCTIONS: APPLY (2)

You can choose one of the following two for your research paper. Your paper will be seven double-spaced pages in length for the main content (not including the cover page and reference page). Your choices include:

1. An interview paper

Steps for writing the interview paper:

a. Choose a topic in Managerial Economics.
b. Design at least five questions according to the topic.
c. Submit your questions to the instructor for approval.
d. Contact a local or non-local company for an interview.
e. Conduct the interview for answers to your questions.
f. The paper should have three parts:
-- The description of the company
-- Interview questions and answers
-- Your comments

OR

2. A research paper

Steps for writing the research paper:

a. Choose a topic in Managerial Economics.
b. Submit the topic and the outline of the paper to the instructor anytime
for approval.
c. A minimum of 3 references are required. LU library has excellent
resources for your search for journals.


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MANAGING OUT: THE PUBLIC SECTOR IN THE COMMUNITY
MINOR ASSIGNMENT ESSAY


Key Factors (1500 words, 30 marks)
Write an essay in three parts:

1.0 Identify and analyse the key factors that have produced a greater emphasis on building relationships within, between and outside government agencies in the Australian public sector.


2.0 Identify and analyse the key differences in how contemporary public policy analysts understand the relationship between government agencies and citizens.

3.0 Discuss how the managing out imperative has changed, or is likely to change, the role and responsibilities of middle managers in the public sector.

Notes for Assistance to Participants
The aim of this assignment is to:

Build your understanding of trends in public policy associated with managing out.

Develop analytical skills .

Equip you to produce coherent and succinct analyses of complex issues.

You will need to demonstrate:
Familiarity with core concepts addressed in the unit.

Ability to summarise complex issues .

Ability to make use of readings and other references
succinct and clear expression.

The skill in these short answers is to plan carefully, write concisely and edit your work. Remember the topic is managing out. Keep to this theme throughout your writing.
Key factors and key differences: the list cannot be endless. These should be the pivotal, crucial, highest priority or most significant factors and differences only. You may list many factors and differences in your notes, but then you must choose a few for inclusion in your assignment. Explain why you consider them to be key.

Key differences: identify and reference the contemporary public policy analysts. Analyse the effects of the differences and their impact on the public sector.

In each of these short answers be precise and concise. One of the disciplines required is to be able to express complex issues in a limited number of words ? see Section 4 in Part A of this guide on how to summarise information.
Do not use dot points.

Use essay format with headings ? See ection 4 in Part A of this guide.

Use a number and range of references: since this is more of a theoretical piece, at least ten on your list would be a guide.

Make reference to the academic literature on the topic (text books, journal articles etc.).

Reference correctly ? see Section 4 in Part A of this guide (Havard).

Allocate roughly the same weight to each of the three parts (i.e. about one third of the word limit each, less introduction and conclusion).

Stick to the word limit (+/? 10%). The reference list is not included in the word limit.

Consideration for Assessors
Mere identification of the required number of key factors and issues and description of them delivers a bare pass. Identification of ?why?, with justification and support from references, gives the higher marks.





Note up to 3 marks can be deducted for:

lack of proofreading
poor expression
poor presentation
poor or incorrect essay structure
incorrect reference format
not sticking to word limit (+/? 10%)



Assignment Check List

Have you:

c Completed the participant details above?

c Numbered pages?

c Used 12-point font?

c Justified the text?

c Double spaced?

c Spell checked and grammar checked?

c Inserted word count?

c Proofread hard copy?

c Put the Assessment Response Sheet as first page?

MANAGING THE LEARNING ORGANISATION

Assignment 1 - 1500 -2000 words
Type: Framework Essay
Learning Objectives Assessed: 1, 2, 3, 4
Due Date: 29 Aug 11
============================
Assessment Overview
In this course you will be required to complete two pieces of assessment. The first is the necessary preparation for the second. Together these assessment tasks enable you to demonstrate and integrate your understanding of the theories and concepts elaborated in the literature through an analysis of an organisation with which you are familiar.

Assignment 1
From a critical review of the available literature, students will develop a framework of organisational learning and learning structures. This framework will conceptually model a range of attributes that identify the nature and practices of a learning organisation. The framework will be presented, explained and justified in an essay that (i) outlines how it is a useful tool for examining the relationship between organisational practices and learning and (ii) how it can be used to make judgements about the quality of that relationship. This framework is developed as the means to engage in a structured analysis of a specific organisation. This analysis becomes the basis of the second assignment.
Task Description: A conceptual framework is a tool used by researchers and theorists to organise and focus their ideas in ways that can assist understanding highly complex phenomena. Often, this is achieved by separating a complex whole into a series of related components or aspects. This can enable a closer examination of each of these parts and the relationships between them them. Through combining the findings of each of these examinations a detailed understanding of the whole can be constructed as together they form the whole phenomena.
Through a critical review of the literature in the text and other readings, your task is to develop a conceptual framework that will enable you to examine and support an understanding of a learning organisation.

Your work is to be presented in an essay that argues;
1. What a learning organisation is,
2. What identifying attributes best define a learning organisation,
3. The kinds of work practices that evidence these attributes in organisational activity,
4. How these identifying attributes can be organised to construct a conceptual framework that accurately represents a learning organisation, and
5. How this framework can be used to make judgements about the capacities and performance of a learning organisation

Your framework should be sufficient for you to be able to complete an analysis of an organisation of your choice at a number of levels as identified by the course text book (Cross and Israelit 2000). Such an analysis will be undertaken in the second assignment.

NB - It is important to remember that your essay is not a brief summary of the theories presented in your reading. Rather, your essay should be an argument where you justify how the framework you have developed from your critical review of the literature best captures the qualities and characteristics of a learning organisation and can therefore be used to assess how closely an organisation reflects these attributes.
============================================================
Criteria & Marking:

Your assignment will be assessed against the following criteria.
Clarity and support of considerations in defining a learning organisation.
Clarity of identification and strength of critical analysis of attributes and structures at different learning levels of an organisation.
Comprehensiveness of work practices as evidence of learning attributes
Comprehensiveness and justification of the conceptual framework presented.
Clarity and strength of argument for the framework as an evaluative tool.
Quality of argument in terms of structure, coherence, language use and referenced support.

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Management and Leadership Paper

Select an organization with which you are familiar. For example, Microsoft, Boeing, Kraft etc. Prepare a 1,750-2,100-word paper in which you address the following as it relates to that organization:

a. Examine the roles and responsibilities of leaders in creating and maintaining a healthy organizational culture

b. Differentiate between management and leadership.

c. Describe the roles that organizational managers and leaders play in creating and maintaining a healthy organizational culture.

d. Explain how the four functions of management support the creation and maintenance of a healthy organizational culture.

e. Recommend at least two strategies that organizational managers and leaders can use to create and maintain a healthy organizational culture. Support your recommendations with the concepts discussed in class and in the text, as well as your personal experiences.

Be sure to cite at least two sources in your paper.

team Skills course. Choose only ONE senario

Assignment
Select ONE of the following non-technical petroleum industry-related scenarios
and build a hypothetical five-member team to carry out the project.

Scenario 1:
Big Petroleum Company is merging its eastern and western offices. 72 employees
from the eastern office will be moving to the west. Assemble a five-member team
to handle the move including move logistics, housing, office space requirements
and integration of the eastern employees into the existing western office structure.
Include a description of each team member's skills, why they are essential to the
project, and why this project is suitable for a team.

Scenario 2:
FarWest Natural Gas has discovered a number of gaps in its business controls,
resulting in the loss of $3.9 million in the past year.. A business controls training
program is required for all of the 2500 employees, located in seven locations
throughout western Canada. Assemble a five-member team to design and
coordinate the development and delivery of the training, which is to be computer-
based and instructor-delivered. Include a description of each team member's
skills, why they are essential to the project, and why this project is suitable for a
team.

Scenario 3:
Explorico is a small chart analysis company that has recently been acquired by ,
Big Petroleum Company. Until the merger, Explorico employees have only had to
interpret data from orifice meters on one secondary east-coast pipeline. Now, they
will be expected to gather and interpret data from all of the meters on all of the
pipelines that Big Petroleum uses on the west coast. Much of the data will be
accessed through a new SCADA system. The Explorico employees are unhappy
about the change and many of them are unwilling to take on the new challenges.
Assemble a five-member team that will help the Explorico employees adapt to the
changes and embrace the new technology. Include a description of each team
member's skills, why they are essential to the project, and why this project is
suitable for a team.

Management Theory and Thought Class

Argumental paper on Identifying and Resolving Organization Conflict.

5 Sources

Appropriate use of citations

A thorough and well considered explanation of identification metrics

A cohesive methodology to correct or minimize conflict

Grammar and spelling needs to be graduate level caliber

The paper should be 2,000 - 3,000 words Double Space.

Must pass a similarity test.

MGMT 455 Managing high performance

You have been the manager of human resources for a firm headquartered in the United States for many years. The firm has divisions all over the United States, as well as overseas. A new chief executive officer (CEO) has just come onboard after receiving his master's degree in business from an ivy-league institution. He has great academic credentials but little work experience. The management model that the former CEO preferred was more formal and autocratic, with most decision making being centralized to a great degree. Some of the firm's challenges include the following:
? The firm expects to be in a much more competitive environment in the future.
? To add to this, there has been talk about the possibility of employees forming a union because of the way they were treated under the former CEO.
? The overseas divisions, where a much higher growth potential is expected, have repeatedly complained about the time it takes to have decisions made by the staff that is headquartered in the United States. On the other hand, there have been times where the international divisions have made decisions that are at odds with the company's overall strategy.

The new CEO has asked you to give him guidance on possibly changing the existing culture to better meet these challenges.

? Discuss the diferent management models available
?
? The use of an autocratic versus a participative management style toward decision making
? Having a more centralized versus a more decentralized decision making
? Adopting a more informal versus a more formal management style

Search for articles that deal with actual examples of each of the 3 management models regarding the management of the employees in this firm.

Write a 750-word paper explaining why that particular model of management was chosen by the senior management in the article that you researched. In your opinion, was this approach toward management a success? Why or why not?