Tag: Management

  • [Solved] Business Finance – Management assignment 2

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    Need done asap \ IMG_6225.png](https://www.sweetstudy.com/files/img-6225-png-10370885 "IMG_6225.png") \ IMG_6228.png](https://www.sweetstudy.com/files/img-6228-png "IMG_6228.png") \ IMG_6226.png](https://www.sweetstudy.com/files/img-6226-png-10370889 "IMG_6226.png") \ IMG_6224.png](https://w…

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  • [Solved] HUM 5220 Week 6 Final Paper

    ✓ Verified Academic Solution Available

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    see attached – ## HUM5220Textbook.docx – ## HUM5220Week6FinalPaper.docx **## HUM5220Textbook.docx** Required Resources Text Worth, M. J. (2024). [_Nonprofit management: Principles and practices_](https://uagc.instructure.com/courses/148538/modules/items/7578337) (7th ed.). SAGE Publications. · Chapt…

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    Assignment Prompt & Instructions

    see attached

    – ## HUM5220Textbook.docx

    – ## HUM5220Week6FinalPaper.docx

    **## HUM5220Textbook.docx**

    Required Resources

    Text

    Worth, M. J. (2024).
    [_Nonprofit management: Principles and practices_](https://uagc.instructure.com/courses/148538/modules/items/7578337) (7th ed.). SAGE Publications.

    · Chapter 1: Nonprofit Management as a Profession and a Field of Study

    · Chapter 2: Overview of the Nonprofit Sector

    · Chapter 3: Theories of the Nonprofit Sector and Nonprofit Organizations

    · The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book is a comprehensive text on managing nonprofits. Chapter 1 discusses the differences between nonprofit and other sectors and explains the history of nonprofit management. Chapter 2 discusses the characteristics, structure, and boundaries for nonprofit organizations. Chapter 3 discusses the nonprofit sector’s theoretical views. Chapters 1 and 2 will assist you in For-Profit Versus Nonprofit Debate discussion forum this week. Chapters 2 and 3 will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    Article

    English, M. (2021).
    [_Nonprofit leadership and managementLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ers&AN=89163888&site=eds-live&scope=site&custid=s8856897) _._ Salem Press Encyclopedia, EBSCO Discovery Service Research Starters.

    · The full-text version of this article is available through the EBSCOhost database in the University of Arizona Global Campus Library. This article provides information about nonprofit leadership and management and provides a synopsis of similarities and differences between for-profit and nonprofit organizations, and it will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.

    Webpages

    Fritz, J. (2019, November 26).
    [_How is a nonprofit different from a for-profit business? Getting beyond the myths_ Links to an external site.](https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472) _._ The Balance Small Business. https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.thebalancesmb.com/terms-of-use-and-policies-the-balance-smb-4847378)

    McNamara, C. (2022, January 18).
    [_Two basic types of organizations: For-profit (business) and nonprofit_ Links to an external site.](https://managementhelp.org/organizations/types.htm). Management Library. https://managementhelp.org/organizations/types.htm

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://managementhelp.org/aboutfml/privacy.htm)

    ProPublica. (n.d.).
    [_Many types of nonprofits_ Links to an external site.](https://projects.propublica.org/nonprofits/ctypes). https://projects.propublica.org/nonprofits/ctypes

    · This webpage identifies the types of nonprofits and provides descriptions as well as the purpose of nonprofit types. It will assist you with your Nonprofit Organizations: Comparison of Types assignment this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.propublica.org/legal)

    Supplemental Material

    IRS.gov. (2010, October).
    [_Organization reference chart_ Links to an external site.](https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf). https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf

    · This chart lists the different types of nonprofit organizations and will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    [Accessibility StatementLinks to an external site.](https://www.irs.gov/accessibility) [Privacy PolicyLinks to an external site.](https://www.irs.gov/privacy-disclosure/irs-privacy-policy)

    Recommended Resource

    Website

    [_The NonProfit Times_ Links to an external site.](https://www.thenonprofittimes.com/). (n.d.). https://www.thenonprofittimes.com/

    · This website provides news stories and information about the nonprofit sector to help nonprofits run more effectively. It may assist you with your Post Your Introduction discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    **## HUM5220Week6FinalPaper.docx**

    Nonprofit Organization Analysis

    Throughout the course, you have been examining aspects of nonprofit management. This week you will put all of this information together from previous assignments to analyze a nonprofit you created. You are the chief executive officer (CEO) of the hypothetical organization you have been using throughout this course. You have been hired by and report to the board of directors.

    Prior to beginning work on this assignment,

    · Read Chapter 12 in the textbook.

    · Consider reviewing Chapters 1 through 7, 10, 11, 13, and 15.

    In your paper,

    · Describe the hypothetical nonprofit organization. You may use the organization you have been working with during this course.

    · Describe the type of nonprofit.

    · Include the mission statement for your nonprofit.

    · Include the values statement for your nonprofit.

    · Discuss what your nonprofit does to meet the mission statement.

    · Discuss your organization’s commitment to diversity.

    · Assess the challenges you would face specific to the chosen organization type.

    · Identify at least two challenges due to the type of organization you chose for your nonprofit.

    · Describe how you would address these challenges.

    · Evaluate the role of the governance board and the CEO with respect to your hypothetical organization.

    · Discuss the purpose of the governance board and CEO in your organization.

    · Discuss the role the CEO and the board play in your organization.

    · Assess the importance of having a culturally diverse governance board.

    · Explain the issues you, the CEO, would face in your role and in your relationship with the board.

    · Identify the federal and state guidelines or regulations that would impact decision-making within your organization.

    · Discuss why these guidelines or regulations apply to your organization and decision-making process.

    · Explain how you would ensure you operate within these guidelines.

    · Defend your method to ensure sound financial management of your organization.

    · Describe a method you would use to ensure sound financial management of your organization.

    · Justify why these reporting mechanisms are appropriate for your organization.

    · Defend the type of fundraising strategies you would use for your organization.

    · Develop at least two fundraising strategies for your nonprofit.

    · Explain why you believe these strategies are relevant and will be most effective for your organization.

    The Nonprofit Organization Analysis final paper

    · Must be 10 to 12 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · Must include a separate title page with the following:

    · Title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · Student’s name

    · Name of institution (The University of Arizona Global Campus)

    · Course name and number

    · Instructor’s name

    · Due date

    · Must utilize academic voice. See the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · Must use at least seven credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, view
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · Must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    **## HUM5220Week6FinalPaper.docx**

    Nonprofit Organization Analysis

    Throughout the course, you have been examining aspects of nonprofit management. This week you will put all of this information together from previous assignments to analyze a nonprofit you created. You are the chief executive officer (CEO) of the hypothetical organization you have been using throughout this course. You have been hired by and report to the board of directors.

    Prior to beginning work on this assignment,

    · Read Chapter 12 in the textbook.

    · Consider reviewing Chapters 1 through 7, 10, 11, 13, and 15.

    In your paper,

    · Describe the hypothetical nonprofit organization. You may use the organization you have been working with during this course.

    · Describe the type of nonprofit.

    · Include the mission statement for your nonprofit.

    · Include the values statement for your nonprofit.

    · Discuss what your nonprofit does to meet the mission statement.

    · Discuss your organization’s commitment to diversity.

    · Assess the challenges you would face specific to the chosen organization type.

    · Identify at least two challenges due to the type of organization you chose for your nonprofit.

    · Describe how you would address these challenges.

    · Evaluate the role of the governance board and the CEO with respect to your hypothetical organization.

    · Discuss the purpose of the governance board and CEO in your organization.

    · Discuss the role the CEO and the board play in your organization.

    · Assess the importance of having a culturally diverse governance board.

    · Explain the issues you, the CEO, would face in your role and in your relationship with the board.

    · Identify the federal and state guidelines or regulations that would impact decision-making within your organization.

    · Discuss why these guidelines or regulations apply to your organization and decision-making process.

    · Explain how you would ensure you operate within these guidelines.

    · Defend your method to ensure sound financial management of your organization.

    · Describe a method you would use to ensure sound financial management of your organization.

    · Justify why these reporting mechanisms are appropriate for your organization.

    · Defend the type of fundraising strategies you would use for your organization.

    · Develop at least two fundraising strategies for your nonprofit.

    · Explain why you believe these strategies are relevant and will be most effective for your organization.

    The Nonprofit Organization Analysis final paper

    · Must be 10 to 12 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · Must include a separate title page with the following:

    · Title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · Student’s name

    · Name of institution (The University of Arizona Global Campus)

    · Course name and number

    · Instructor’s name

    · Due date

    · Must utilize academic voice. See the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · Must use at least seven credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, view
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · Must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    **## HUM5220Textbook.docx**

    Required Resources

    Text

    Worth, M. J. (2024).
    [_Nonprofit management: Principles and practices_](https://uagc.instructure.com/courses/148538/modules/items/7578337) (7th ed.). SAGE Publications.

    · Chapter 1: Nonprofit Management as a Profession and a Field of Study

    · Chapter 2: Overview of the Nonprofit Sector

    · Chapter 3: Theories of the Nonprofit Sector and Nonprofit Organizations

    · The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book is a comprehensive text on managing nonprofits. Chapter 1 discusses the differences between nonprofit and other sectors and explains the history of nonprofit management. Chapter 2 discusses the characteristics, structure, and boundaries for nonprofit organizations. Chapter 3 discusses the nonprofit sector’s theoretical views. Chapters 1 and 2 will assist you in For-Profit Versus Nonprofit Debate discussion forum this week. Chapters 2 and 3 will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    Article

    English, M. (2021).
    [_Nonprofit leadership and managementLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ers&AN=89163888&site=eds-live&scope=site&custid=s8856897) _._ Salem Press Encyclopedia, EBSCO Discovery Service Research Starters.

    · The full-text version of this article is available through the EBSCOhost database in the University of Arizona Global Campus Library. This article provides information about nonprofit leadership and management and provides a synopsis of similarities and differences between for-profit and nonprofit organizations, and it will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.

    Webpages

    Fritz, J. (2019, November 26).
    [_How is a nonprofit different from a for-profit business? Getting beyond the myths_ Links to an external site.](https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472) _._ The Balance Small Business. https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.thebalancesmb.com/terms-of-use-and-policies-the-balance-smb-4847378)

    McNamara, C. (2022, January 18).
    [_Two basic types of organizations: For-profit (business) and nonprofit_ Links to an external site.](https://managementhelp.org/organizations/types.htm). Management Library. https://managementhelp.org/organizations/types.htm

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://managementhelp.org/aboutfml/privacy.htm)

    ProPublica. (n.d.).
    [_Many types of nonprofits_ Links to an external site.](https://projects.propublica.org/nonprofits/ctypes). https://projects.propublica.org/nonprofits/ctypes

    · This webpage identifies the types of nonprofits and provides descriptions as well as the purpose of nonprofit types. It will assist you with your Nonprofit Organizations: Comparison of Types assignment this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.propublica.org/legal)

    Supplemental Material

    IRS.gov. (2010, October).
    [_Organization reference chart_ Links to an external site.](https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf). https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf

    · This chart lists the different types of nonprofit organizations and will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    [Accessibility StatementLinks to an external site.](https://www.irs.gov/accessibility) [Privacy PolicyLinks to an external site.](https://www.irs.gov/privacy-disclosure/irs-privacy-policy)

    Recommended Resource

    Website

    [_The NonProfit Times_ Links to an external site.](https://www.thenonprofittimes.com/). (n.d.). https://www.thenonprofittimes.com/

    · This website provides news stories and information about the nonprofit sector to help nonprofits run more effectively. It may assist you with your Post Your Introduction discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    **## HUM5220Week6FinalPaper.docx**

    Nonprofit Organization Analysis

    Throughout the course, you have been examining aspects of nonprofit management. This week you will put all of this information together from previous assignments to analyze a nonprofit you created. You are the chief executive officer (CEO) of the hypothetical organization you have been using throughout this course. You have been hired by and report to the board of directors.

    Prior to beginning work on this assignment,

    · Read Chapter 12 in the textbook.

    · Consider reviewing Chapters 1 through 7, 10, 11, 13, and 15.

    In your paper,

    · Describe the hypothetical nonprofit organization. You may use the organization you have been working with during this course.

    · Describe the type of nonprofit.

    · Include the mission statement for your nonprofit.

    · Include the values statement for your nonprofit.

    · Discuss what your nonprofit does to meet the mission statement.

    · Discuss your organization’s commitment to diversity.

    · Assess the challenges you would face specific to the chosen organization type.

    · Identify at least two challenges due to the type of organization you chose for your nonprofit.

    · Describe how you would address these challenges.

    · Evaluate the role of the governance board and the CEO with respect to your hypothetical organization.

    · Discuss the purpose of the governance board and CEO in your organization.

    · Discuss the role the CEO and the board play in your organization.

    · Assess the importance of having a culturally diverse governance board.

    · Explain the issues you, the CEO, would face in your role and in your relationship with the board.

    · Identify the federal and state guidelines or regulations that would impact decision-making within your organization.

    · Discuss why these guidelines or regulations apply to your organization and decision-making process.

    · Explain how you would ensure you operate within these guidelines.

    · Defend your method to ensure sound financial management of your organization.

    · Describe a method you would use to ensure sound financial management of your organization.

    · Justify why these reporting mechanisms are appropriate for your organization.

    · Defend the type of fundraising strategies you would use for your organization.

    · Develop at least two fundraising strategies for your nonprofit.

    · Explain why you believe these strategies are relevant and will be most effective for your organization.

    The Nonprofit Organization Analysis final paper

    · Must be 10 to 12 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · Must include a separate title page with the following:

    · Title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · Student’s name

    · Name of institution (The University of Arizona Global Campus)

    · Course name and number

    · Instructor’s name

    · Due date

    · Must utilize academic voice. See the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · Must use at least seven credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, view
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · Must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    **## HUM5220Textbook.docx**

    Required Resources

    Text

    Worth, M. J. (2024).
    [_Nonprofit management: Principles and practices_](https://uagc.instructure.com/courses/148538/modules/items/7578337) (7th ed.). SAGE Publications.

    · Chapter 1: Nonprofit Management as a Profession and a Field of Study

    · Chapter 2: Overview of the Nonprofit Sector

    · Chapter 3: Theories of the Nonprofit Sector and Nonprofit Organizations

    · The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book is a comprehensive text on managing nonprofits. Chapter 1 discusses the differences between nonprofit and other sectors and explains the history of nonprofit management. Chapter 2 discusses the characteristics, structure, and boundaries for nonprofit organizations. Chapter 3 discusses the nonprofit sector’s theoretical views. Chapters 1 and 2 will assist you in For-Profit Versus Nonprofit Debate discussion forum this week. Chapters 2 and 3 will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    Article

    English, M. (2021).
    [_Nonprofit leadership and managementLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ers&AN=89163888&site=eds-live&scope=site&custid=s8856897) _._ Salem Press Encyclopedia, EBSCO Discovery Service Research Starters.

    · The full-text version of this article is available through the EBSCOhost database in the University of Arizona Global Campus Library. This article provides information about nonprofit leadership and management and provides a synopsis of similarities and differences between for-profit and nonprofit organizations, and it will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.

    Webpages

    Fritz, J. (2019, November 26).
    [_How is a nonprofit different from a for-profit business? Getting beyond the myths_ Links to an external site.](https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472) _._ The Balance Small Business. https://www.thebalancesmb.com/how-is-a-nonprofit-different-from-for-profit-business-2502472

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.thebalancesmb.com/terms-of-use-and-policies-the-balance-smb-4847378)

    McNamara, C. (2022, January 18).
    [_Two basic types of organizations: For-profit (business) and nonprofit_ Links to an external site.](https://managementhelp.org/organizations/types.htm). Management Library. https://managementhelp.org/organizations/types.htm

    · This webpage provides information about the differences between nonprofit and for-profit organizations and will assist you in your For-Profit Versus Nonprofit Debate discussion forum this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://managementhelp.org/aboutfml/privacy.htm)

    ProPublica. (n.d.).
    [_Many types of nonprofits_ Links to an external site.](https://projects.propublica.org/nonprofits/ctypes). https://projects.propublica.org/nonprofits/ctypes

    · This webpage identifies the types of nonprofits and provides descriptions as well as the purpose of nonprofit types. It will assist you with your Nonprofit Organizations: Comparison of Types assignment this week.
    Accessibility Statement does not exist.

    [Privacy PolicyLinks to an external site.](https://www.propublica.org/legal)

    Supplemental Material

    IRS.gov. (2010, October).
    [_Organization reference chart_ Links to an external site.](https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf). https://www.irs.gov/pub/irs-tege/organization_reference_chart_from_p557.pdf

    · This chart lists the different types of nonprofit organizations and will assist you in your Nonprofit Organizations: Comparison of Types assignment this week.

    [Accessibility StatementLinks to an external site.](https://www.irs.gov/accessibility) [Privacy PolicyLinks to an external site.](https://www.irs.gov/privacy-disclosure/irs-privacy-policy)

    Recommended Resource

    Website

    [_The NonProfit Times_ Links to an external site.](https://www.thenonprofittimes.com/). (n.d.). https://www.thenonprofittimes.com/

    · This website provides news stories and information about the nonprofit sector to help nonprofits run more effectively. It may assist you with your Post Your Introduction discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

    **## HUM5220Week6FinalPaper.docx**

    Nonprofit Organization Analysis

    Throughout the course, you have been examining aspects of nonprofit management. This week you will put all of this information together from previous assignments to analyze a nonprofit you created. You are the chief executive officer (CEO) of the hypothetical organization you have been using throughout this course. You have been hired by and report to the board of directors.

    Prior to beginning work on this assignment,

    · Read Chapter 12 in the textbook.

    · Consider reviewing Chapters 1 through 7, 10, 11, 13, and 15.

    In your paper,

    · Describe the hypothetical nonprofit organization. You may use the organization you have been working with during this course.

    · Describe the type of nonprofit.

    · Include the mission statement for your nonprofit.

    · Include the values statement for your nonprofit.

    · Discuss what your nonprofit does to meet the mission statement.

    · Discuss your organization’s commitment to diversity.

    · Assess the challenges you would face specific to the chosen organization type.

    · Identify at least two challenges due to the type of organization you chose for your nonprofit.

    · Describe how you would address these challenges.

    · Evaluate the role of the governance board and the CEO with respect to your hypothetical organization.

    · Discuss the purpose of the governance board and CEO in your organization.

    · Discuss the role the CEO and the board play in your organization.

    · Assess the importance of having a culturally diverse governance board.

    · Explain the issues you, the CEO, would face in your role and in your relationship with the board.

    · Identify the federal and state guidelines or regulations that would impact decision-making within your organization.

    · Discuss why these guidelines or regulations apply to your organization and decision-making process.

    · Explain how you would ensure you operate within these guidelines.

    · Defend your method to ensure sound financial management of your organization.

    · Describe a method you would use to ensure sound financial management of your organization.

    · Justify why these reporting mechanisms are appropriate for your organization.

    · Defend the type of fundraising strategies you would use for your organization.

    · Develop at least two fundraising strategies for your nonprofit.

    · Explain why you believe these strategies are relevant and will be most effective for your organization.

    The Nonprofit Organization Analysis final paper

    · Must be 10 to 12 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · Must include a separate title page with the following:

    · Title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · Student’s name

    · Name of institution (The University of Arizona Global Campus)

    · Course name and number

    · Instructor’s name

    · Due date

    · Must utilize academic voice. See the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · Must use at least seven credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, view
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · Must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    – 1
    – 2

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    – MBA699HREmployeeAttritionData1.xlsx

    **## MilestoneTwoGuidelinesandRubric.html.zip**

    ## Milestone Two Guidelines and Rubric.html

    ## MBA 699 Milestone Two Guidelines and Rubric

    ### Scenario

    You are a business development manager reporting to the vice president (VP) of business development at one of the largest life sciences organizations in the Midwest.

    You are working with the strategic planning team to assess the current data to make recommendations to its board of directors regarding the organization’s exit strategy. You have started creating your plan for the organizational change and selected members for the guiding coalition. Your next task is to help determine the value of the organization’s assets to the potential acquirer.

    One of the core strengths of the organization lies in the value of its talent. Potential buyers in this industry want to know that the organization that they acquire is going to be able retain their valuable employees. So, the VP has asked you to analyze the human resource data in order to determine what the organization is worth. This includes taking a close look at the organization’s human resources, analyzing the attrition data, and making predictions about employee stability in case of an acquisition.

    The organization
    [has been collecting information](https://www.sweetstudy.com/questions/Course%20Documents/MBA%20699%20Module%20Two%20Survey%20Response%20Key.pdf) about its employees since its inception in 1999; this information has been organized in a
    [spreadsheet](https://www.sweetstudy.com/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25058). In order to understand recent trends in your organization's workforce, you will analyze this employee data. Your analysis will look at employee attrition and retention and will be included in your report. This will provide a clear picture of your organization's workforce to help anticipate its perceived value with potential buyers.

    ### Prompt

    First, use the employee attrition data to create visuals in Tableau that capture the trends and possible reasons for retention and attrition in the organization from the course scenario. Then, write a report about the current state of human resources and attrition. Include screenshots from your visualizations to support your report. Remember to consider the employee’s employment status when visualizing and analyzing the data. The Status column in the spreadsheet indicates whether the employee is a current or former employee of the organization.

    Specifically, you must address the following criteria:

    1. Current employee demographics: Summarize the current employee demographics for the organization from the course scenario.

    1. Use Tableau to visualize the demographic data such as age, sex, marital status, education, and experience, and include the corresponding screenshots in your summary. Choose the graphs or charts that are best suited to represent the demographic data.
    2. Choose at least two different graph or chart types to represent the demographic data and include the corresponding screenshots in your written summary. Explain why you have selected the specific chart types to represent your data.

    – Attrition analysis: Analyze the given employee data to answer the following questions about attrition in the organization, including its causes and the relationship between attrition and various employment factors. Use Tableau to create a visual summary of the data and include the corresponding screenshots in your analysis. Choose the graphs or chart types that you believe are best suited to represent the required data.

    1. Identify five top reasons for attrition.
    2. For those who left the organization, how many years had it been since their last promotion?
    3. At what age does an employee typically exit the organization?
    4. After how many years of employment does someone typically leave the company?
    5. What is the connection between how many times a year a person was trained, how long they stayed at the organization, and whether they have left?

    – Retention: Compare the attrition analysis data with your current employee details to evaluate and prevent future attrition.

    1. Using the trends from the attrition data, determine if more current employees are likely to leave. Explain your findings.
    2. What does your attrition analysis tell you about employee stability in the organization? How is it likely to affect your organization’s evaluation by a potential buyer?

    – Actionable steps: Based on findings from your retention analysis, provide three specific actions that the organization can take to prevent employees from leaving. Provide a rationale.

    ### What to Submit

    Submit a 5- to 6-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    ### Milestone Two Rubric

    | Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
    | — | — | — | — | — |
    | Employee Attrition Analysis Report: Current Employee Demographics | Summarizes the current employee demographics for the organization from the course scenario; includes visualization of the demographic data such as age, sex, marital status, and experience from Tableau; chooses two graph and chart types that best suit the data; explains the choice | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include summarizing the demographics of the current employees correctly; including all relevant and accurate visuals from Tableau; choosing and explaining at least two different graph and chart types that best reflect the data | Does not attempt criterion | 25 |
    | Employee Attrition Analysis Report: Attrition Analysis | Analyzes the given employee data to answer all questions about attrition, including its causes and the relationship between attrition and various employment factors; includes screenshots of the visual summary of attrition data from Tableau | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include consistency between narrative and visuals; including all relevant visuals; answering all questions about employee attrition and its relationship to different factors | Does not attempt criterion | 30 |
    | Employee Attrition Analysis Report: Retention | Explains whether more employees are likely to leave the company and why; evaluates employee stability in the company; explains how this may affect the organization’s evaluation by a potential buyer | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing a clear reason why employees may or may not leave the company; evaluating employee stability correctly; providing a logical explanation of how this can affect the organization’s evaluation by a potential buyer | Does not attempt criterion | 20 |
    | Employee Attrition Analysis Report: Actionable Steps | Provides three specific actions that the organization can take to prevent employees from leaving and provides rationale | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing three specific and relevant actions that the organization can take to prevent employees from leaving; providing clear, adequate rationale for each action | Does not attempt criterion | 15 |
    | Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/MBA 699 Module Two Survey Response Key.pdf

    MBA 699 Employee Survey Response Key

    The organization has collected employee data since its inception in 1999. The following
    information is available:

    1. Status
    • Current
    • Former

    2. Age

    \_\_\_________________

    3. Business Travel
    • Nontravel
    • Travel Frequently
    • Travel Rarely

    4. Department
    • Human Resources
    • Research & Development
    • Sales

    5. Education
    • High School or Equivalent
    • Associate Degree
    • Undergraduate Degree
    • Graduate Degree
    • Doctorate

    6. Education Field
    • Life Sciences
    • Medical
    • Technical Degree
    • Marketing
    • Other

    7. Employee Number

    \_\_\____________

    8. Gender
    • Male
    • Female

    9. Job Role
    • Healthcare Representative
    • Human Resources
    • Laboratory Technician
    • Manager
    • Manufacturing Director
    • Research Director
    • Research Scientist
    • Sales Executive
    • Sales Representative

    10. Job Satisfaction
    • Unsatisfied
    • Somewhat Satisfied
    • Satisfied
    • Very Satisfied

    11. Marital Status
    • Single
    • Married
    • Divorced

    12. Monthly Income

    \_\_\____________

    13. Number of Companies Worked

    \_\_\____________

    14. Percent Salary Increase Last Year

    \_\_\____________
    (11% to 25%)

    15. Performance Rating
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    16. Total Working Years

    \_\_\____________

    17. Training Times Last Year

    • 0
    • 1
    • 2
    • 3
    • 4
    • 5
    • 6

    18. Work-Life Balance
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    19. Years at Company

    \_\_\____________
    [0-22]

    20. Years in Current Role

    \_\_\____________
    [0-18]

    21. Years Since Last Promotion

    \_\_\____________
    [0-15]

    **MBA699HREmployeeAttritionData1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba699hremployeeattritiondata1-xlsx-10370725)

    **MBA699HREmployeeAttritionData1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba699hremployeeattritiondata1-xlsx-10370725)

    **## MilestoneTwoGuidelinesandRubric.html.zip**

    ## Milestone Two Guidelines and Rubric.html

    ## MBA 699 Milestone Two Guidelines and Rubric

    ### Scenario

    You are a business development manager reporting to the vice president (VP) of business development at one of the largest life sciences organizations in the Midwest.

    You are working with the strategic planning team to assess the current data to make recommendations to its board of directors regarding the organization’s exit strategy. You have started creating your plan for the organizational change and selected members for the guiding coalition. Your next task is to help determine the value of the organization’s assets to the potential acquirer.

    One of the core strengths of the organization lies in the value of its talent. Potential buyers in this industry want to know that the organization that they acquire is going to be able retain their valuable employees. So, the VP has asked you to analyze the human resource data in order to determine what the organization is worth. This includes taking a close look at the organization’s human resources, analyzing the attrition data, and making predictions about employee stability in case of an acquisition.

    The organization
    [has been collecting information](https://www.sweetstudy.com/questions/Course%20Documents/MBA%20699%20Module%20Two%20Survey%20Response%20Key.pdf) about its employees since its inception in 1999; this information has been organized in a
    [spreadsheet](https://www.sweetstudy.com/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25058). In order to understand recent trends in your organization's workforce, you will analyze this employee data. Your analysis will look at employee attrition and retention and will be included in your report. This will provide a clear picture of your organization's workforce to help anticipate its perceived value with potential buyers.

    ### Prompt

    First, use the employee attrition data to create visuals in Tableau that capture the trends and possible reasons for retention and attrition in the organization from the course scenario. Then, write a report about the current state of human resources and attrition. Include screenshots from your visualizations to support your report. Remember to consider the employee’s employment status when visualizing and analyzing the data. The Status column in the spreadsheet indicates whether the employee is a current or former employee of the organization.

    Specifically, you must address the following criteria:

    1. Current employee demographics: Summarize the current employee demographics for the organization from the course scenario.

    1. Use Tableau to visualize the demographic data such as age, sex, marital status, education, and experience, and include the corresponding screenshots in your summary. Choose the graphs or charts that are best suited to represent the demographic data.
    2. Choose at least two different graph or chart types to represent the demographic data and include the corresponding screenshots in your written summary. Explain why you have selected the specific chart types to represent your data.

    – Attrition analysis: Analyze the given employee data to answer the following questions about attrition in the organization, including its causes and the relationship between attrition and various employment factors. Use Tableau to create a visual summary of the data and include the corresponding screenshots in your analysis. Choose the graphs or chart types that you believe are best suited to represent the required data.

    1. Identify five top reasons for attrition.
    2. For those who left the organization, how many years had it been since their last promotion?
    3. At what age does an employee typically exit the organization?
    4. After how many years of employment does someone typically leave the company?
    5. What is the connection between how many times a year a person was trained, how long they stayed at the organization, and whether they have left?

    – Retention: Compare the attrition analysis data with your current employee details to evaluate and prevent future attrition.

    1. Using the trends from the attrition data, determine if more current employees are likely to leave. Explain your findings.
    2. What does your attrition analysis tell you about employee stability in the organization? How is it likely to affect your organization’s evaluation by a potential buyer?

    – Actionable steps: Based on findings from your retention analysis, provide three specific actions that the organization can take to prevent employees from leaving. Provide a rationale.

    ### What to Submit

    Submit a 5- to 6-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    ### Milestone Two Rubric

    | Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
    | — | — | — | — | — |
    | Employee Attrition Analysis Report: Current Employee Demographics | Summarizes the current employee demographics for the organization from the course scenario; includes visualization of the demographic data such as age, sex, marital status, and experience from Tableau; chooses two graph and chart types that best suit the data; explains the choice | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include summarizing the demographics of the current employees correctly; including all relevant and accurate visuals from Tableau; choosing and explaining at least two different graph and chart types that best reflect the data | Does not attempt criterion | 25 |
    | Employee Attrition Analysis Report: Attrition Analysis | Analyzes the given employee data to answer all questions about attrition, including its causes and the relationship between attrition and various employment factors; includes screenshots of the visual summary of attrition data from Tableau | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include consistency between narrative and visuals; including all relevant visuals; answering all questions about employee attrition and its relationship to different factors | Does not attempt criterion | 30 |
    | Employee Attrition Analysis Report: Retention | Explains whether more employees are likely to leave the company and why; evaluates employee stability in the company; explains how this may affect the organization’s evaluation by a potential buyer | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing a clear reason why employees may or may not leave the company; evaluating employee stability correctly; providing a logical explanation of how this can affect the organization’s evaluation by a potential buyer | Does not attempt criterion | 20 |
    | Employee Attrition Analysis Report: Actionable Steps | Provides three specific actions that the organization can take to prevent employees from leaving and provides rationale | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing three specific and relevant actions that the organization can take to prevent employees from leaving; providing clear, adequate rationale for each action | Does not attempt criterion | 15 |
    | Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/MBA 699 Module Two Survey Response Key.pdf

    MBA 699 Employee Survey Response Key

    The organization has collected employee data since its inception in 1999. The following
    information is available:

    1. Status
    • Current
    • Former

    2. Age

    \_\_\_________________

    3. Business Travel
    • Nontravel
    • Travel Frequently
    • Travel Rarely

    4. Department
    • Human Resources
    • Research & Development
    • Sales

    5. Education
    • High School or Equivalent
    • Associate Degree
    • Undergraduate Degree
    • Graduate Degree
    • Doctorate

    6. Education Field
    • Life Sciences
    • Medical
    • Technical Degree
    • Marketing
    • Other

    7. Employee Number

    \_\_\____________

    8. Gender
    • Male
    • Female

    9. Job Role
    • Healthcare Representative
    • Human Resources
    • Laboratory Technician
    • Manager
    • Manufacturing Director
    • Research Director
    • Research Scientist
    • Sales Executive
    • Sales Representative

    10. Job Satisfaction
    • Unsatisfied
    • Somewhat Satisfied
    • Satisfied
    • Very Satisfied

    11. Marital Status
    • Single
    • Married
    • Divorced

    12. Monthly Income

    \_\_\____________

    13. Number of Companies Worked

    \_\_\____________

    14. Percent Salary Increase Last Year

    \_\_\____________
    (11% to 25%)

    15. Performance Rating
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    16. Total Working Years

    \_\_\____________

    17. Training Times Last Year

    • 0
    • 1
    • 2
    • 3
    • 4
    • 5
    • 6

    18. Work-Life Balance
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    19. Years at Company

    \_\_\____________
    [0-22]

    20. Years in Current Role

    \_\_\____________
    [0-18]

    21. Years Since Last Promotion

    \_\_\____________
    [0-15]

    **MBA699HREmployeeAttritionData1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba699hremployeeattritiondata1-xlsx-10370725)

    **## MilestoneTwoGuidelinesandRubric.html.zip**

    ## Milestone Two Guidelines and Rubric.html

    ## MBA 699 Milestone Two Guidelines and Rubric

    ### Scenario

    You are a business development manager reporting to the vice president (VP) of business development at one of the largest life sciences organizations in the Midwest.

    You are working with the strategic planning team to assess the current data to make recommendations to its board of directors regarding the organization’s exit strategy. You have started creating your plan for the organizational change and selected members for the guiding coalition. Your next task is to help determine the value of the organization’s assets to the potential acquirer.

    One of the core strengths of the organization lies in the value of its talent. Potential buyers in this industry want to know that the organization that they acquire is going to be able retain their valuable employees. So, the VP has asked you to analyze the human resource data in order to determine what the organization is worth. This includes taking a close look at the organization’s human resources, analyzing the attrition data, and making predictions about employee stability in case of an acquisition.

    The organization
    [has been collecting information](https://www.sweetstudy.com/questions/Course%20Documents/MBA%20699%20Module%20Two%20Survey%20Response%20Key.pdf) about its employees since its inception in 1999; this information has been organized in a
    [spreadsheet](https://www.sweetstudy.com/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=25058). In order to understand recent trends in your organization's workforce, you will analyze this employee data. Your analysis will look at employee attrition and retention and will be included in your report. This will provide a clear picture of your organization's workforce to help anticipate its perceived value with potential buyers.

    ### Prompt

    First, use the employee attrition data to create visuals in Tableau that capture the trends and possible reasons for retention and attrition in the organization from the course scenario. Then, write a report about the current state of human resources and attrition. Include screenshots from your visualizations to support your report. Remember to consider the employee’s employment status when visualizing and analyzing the data. The Status column in the spreadsheet indicates whether the employee is a current or former employee of the organization.

    Specifically, you must address the following criteria:

    1. Current employee demographics: Summarize the current employee demographics for the organization from the course scenario.

    1. Use Tableau to visualize the demographic data such as age, sex, marital status, education, and experience, and include the corresponding screenshots in your summary. Choose the graphs or charts that are best suited to represent the demographic data.
    2. Choose at least two different graph or chart types to represent the demographic data and include the corresponding screenshots in your written summary. Explain why you have selected the specific chart types to represent your data.

    – Attrition analysis: Analyze the given employee data to answer the following questions about attrition in the organization, including its causes and the relationship between attrition and various employment factors. Use Tableau to create a visual summary of the data and include the corresponding screenshots in your analysis. Choose the graphs or chart types that you believe are best suited to represent the required data.

    1. Identify five top reasons for attrition.
    2. For those who left the organization, how many years had it been since their last promotion?
    3. At what age does an employee typically exit the organization?
    4. After how many years of employment does someone typically leave the company?
    5. What is the connection between how many times a year a person was trained, how long they stayed at the organization, and whether they have left?

    – Retention: Compare the attrition analysis data with your current employee details to evaluate and prevent future attrition.

    1. Using the trends from the attrition data, determine if more current employees are likely to leave. Explain your findings.
    2. What does your attrition analysis tell you about employee stability in the organization? How is it likely to affect your organization’s evaluation by a potential buyer?

    – Actionable steps: Based on findings from your retention analysis, provide three specific actions that the organization can take to prevent employees from leaving. Provide a rationale.

    ### What to Submit

    Submit a 5- to 6-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    ### Milestone Two Rubric

    | Criteria | Proficient (100%) | Needs Improvement (70%) | Not Evident (0%) | Value |
    | — | — | — | — | — |
    | Employee Attrition Analysis Report: Current Employee Demographics | Summarizes the current employee demographics for the organization from the course scenario; includes visualization of the demographic data such as age, sex, marital status, and experience from Tableau; chooses two graph and chart types that best suit the data; explains the choice | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include summarizing the demographics of the current employees correctly; including all relevant and accurate visuals from Tableau; choosing and explaining at least two different graph and chart types that best reflect the data | Does not attempt criterion | 25 |
    | Employee Attrition Analysis Report: Attrition Analysis | Analyzes the given employee data to answer all questions about attrition, including its causes and the relationship between attrition and various employment factors; includes screenshots of the visual summary of attrition data from Tableau | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include consistency between narrative and visuals; including all relevant visuals; answering all questions about employee attrition and its relationship to different factors | Does not attempt criterion | 30 |
    | Employee Attrition Analysis Report: Retention | Explains whether more employees are likely to leave the company and why; evaluates employee stability in the company; explains how this may affect the organization’s evaluation by a potential buyer | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing a clear reason why employees may or may not leave the company; evaluating employee stability correctly; providing a logical explanation of how this can affect the organization’s evaluation by a potential buyer | Does not attempt criterion | 20 |
    | Employee Attrition Analysis Report: Actionable Steps | Provides three specific actions that the organization can take to prevent employees from leaving and provides rationale | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing three specific and relevant actions that the organization can take to prevent employees from leaving; providing clear, adequate rationale for each action | Does not attempt criterion | 15 |
    | Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/MBA 699 Module Two Survey Response Key.pdf

    MBA 699 Employee Survey Response Key

    The organization has collected employee data since its inception in 1999. The following
    information is available:

    1. Status
    • Current
    • Former

    2. Age

    \_\_\_________________

    3. Business Travel
    • Nontravel
    • Travel Frequently
    • Travel Rarely

    4. Department
    • Human Resources
    • Research & Development
    • Sales

    5. Education
    • High School or Equivalent
    • Associate Degree
    • Undergraduate Degree
    • Graduate Degree
    • Doctorate

    6. Education Field
    • Life Sciences
    • Medical
    • Technical Degree
    • Marketing
    • Other

    7. Employee Number

    \_\_\____________

    8. Gender
    • Male
    • Female

    9. Job Role
    • Healthcare Representative
    • Human Resources
    • Laboratory Technician
    • Manager
    • Manufacturing Director
    • Research Director
    • Research Scientist
    • Sales Executive
    • Sales Representative

    10. Job Satisfaction
    • Unsatisfied
    • Somewhat Satisfied
    • Satisfied
    • Very Satisfied

    11. Marital Status
    • Single
    • Married
    • Divorced

    12. Monthly Income

    \_\_\____________

    13. Number of Companies Worked

    \_\_\____________

    14. Percent Salary Increase Last Year

    \_\_\____________
    (11% to 25%)

    15. Performance Rating
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    16. Total Working Years

    \_\_\____________

    17. Training Times Last Year

    • 0
    • 1
    • 2
    • 3
    • 4
    • 5
    • 6

    18. Work-Life Balance
    • 1 (low)
    • 2
    • 3
    • 4 (high)

    19. Years at Company

    \_\_\____________
    [0-22]

    20. Years in Current Role

    \_\_\____________
    [0-18]

    21. Years Since Last Promotion

    \_\_\____________
    [0-15]

    **MBA699HREmployeeAttritionData1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba699hremployeeattritiondata1-xlsx-10370725)

    – 1
    – 2

  • [Solved] RCH 5301 VIII

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    Executive Solution Overview

    – ## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx – ## UnitVIIIStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx** 2 Research Design and Methods RCH 5301 **Unit VIII Reflection Paper** This reflection paper measures your mastery of ULO 2.5. Reflect on how…

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    – ## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx

    – ## UnitVIIIStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    – 1
    – 2

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx – ## UnitVIIStudyGuide.pdf – ## UnitVIIIStudyGuide.pdf **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx** 2 Economics for Managers ECO 6301 **Unit VIII Final Project** This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and …

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx

    – ## UnitVIIStudyGuide.pdf

    – ## UnitVIIIStudyGuide.pdf

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    – 1
    – 2
    – 3

  • [Solved] Speech

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  • [Solved] Source Sel Crit

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    – ## 598W5.docx – ## SourceSelectionCriteria_Tool_with_Instructions.docx **## 598W5.docx** This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typ…

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    – ## 598W5.docx

    – ## SourceSelectionCriteria_Tool_with_Instructions.docx

    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12

    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
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    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
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    · table of contents\
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    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    – 1
    – 2

  • [Solved] Baldridge Core Values

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What are your key takeaways from your study of the Baldrige Core Values? – ## TheBaldrigeCoreValues.pptx – IMG_9396.png **## TheBaldrigeCoreValues.pptx** The Baldrige Core Values BUS 411 Business Policy Seminar What are the Core Values? The Baldrige Core Values are a set of attributes that can defi…

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    Assignment Prompt & Instructions

    What are your key takeaways from your study of the Baldrige Core Values?

    – ## TheBaldrigeCoreValues.pptx

    – IMG_9396.png

    **## TheBaldrigeCoreValues.pptx**

    The Baldrige Core Values

    BUS 411 Business Policy Seminar

    What are the Core Values?

    The Baldrige Core Values are a set of attributes that can define quality. Quality in this sense is not just seen as the physical quality of a product or the output of a process. Quality is the mindset and attitude of the organization and business that wants to consider itself a “quality operation” ought to exhibit these characteristics.

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    The Baldrige Core Values

    Visionary leadership

    Customer-centered excellence

    Organizational and personal learning

    Valuing workforce members and partners

    Agility

    Focus on the future

    Managing for innovation

    Management by fact

    Societal responsibility

    Focus on results and creating value

    Systems perspective

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    ## image2.png

    ## image3.jpeg

    ## image1.png

    **IMG_9396.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9396-png)

    **IMG_9396.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9396-png)

    **## TheBaldrigeCoreValues.pptx**

    The Baldrige Core Values

    BUS 411 Business Policy Seminar

    What are the Core Values?

    The Baldrige Core Values are a set of attributes that can define quality. Quality in this sense is not just seen as the physical quality of a product or the output of a process. Quality is the mindset and attitude of the organization and business that wants to consider itself a “quality operation” ought to exhibit these characteristics.

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    The Baldrige Core Values

    Visionary leadership

    Customer-centered excellence

    Organizational and personal learning

    Valuing workforce members and partners

    Agility

    Focus on the future

    Managing for innovation

    Management by fact

    Societal responsibility

    Focus on results and creating value

    Systems perspective

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    ## image2.png

    ## image3.jpeg

    ## image1.png

    **IMG_9396.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9396-png)

    **## TheBaldrigeCoreValues.pptx**

    The Baldrige Core Values

    BUS 411 Business Policy Seminar

    What are the Core Values?

    The Baldrige Core Values are a set of attributes that can define quality. Quality in this sense is not just seen as the physical quality of a product or the output of a process. Quality is the mindset and attitude of the organization and business that wants to consider itself a “quality operation” ought to exhibit these characteristics.

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    The Baldrige Core Values

    Visionary leadership

    Customer-centered excellence

    Organizational and personal learning

    Valuing workforce members and partners

    Agility

    Focus on the future

    Managing for innovation

    Management by fact

    Societal responsibility

    Focus on results and creating value

    Systems perspective

    @Post University, Waterbury, CT ALL RIGHTS RESERVED

    ## image2.png

    ## image3.jpeg

    ## image1.png

    **IMG_9396.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9396-png)

    – 1
    – 2

  • [Solved] Data Analytics for Healthcare Decision Making 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Assessment 4** **Presenting Statistical Results for Decision Making** [**Instructions**](https://courseroom.capella.edu/courses/47523/pages/assessment-4-instructions?module_item_id=2393874&content_id=863915)**:**Create an 5-7 slide PowerPoint presentation with detailed speaker notes about the stat…

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    Assignment Prompt & Instructions

    **Assessment 4**
    **Presenting Statistical Results for Decision Making**
    [**Instructions**](https://courseroom.capella.edu/courses/47523/pages/assessment-4-instructions?module_item_id=2393874&content_id=863915)**:**Create an 5-7 slide PowerPoint presentation with detailed speaker notes about the statistical results with a recommendation and plan of action for health system leadership. In your speaker notes, include the details for a recommendation to determine what decision and plan of action to make for the scenario that is based upon your data analysis and supported with scholarly literature.
    ## **Introduction**
    The ability to translate analytic results into clear, concise, and actionable results is a vital skill for healthcare administrators. Because decision making is increasingly data-driven and evidence-based, managers are frequently required to formally present statistical results to leadership. Sometimes, decision makers differ as to how well they comprehend the information being delivered. Your job as a healthcare professional is to know how to distill and synthesize data analytics and present complex concepts in the pursuit of value, quality, and safety. You must be able to clearly communicate the results of your team's data analysis that is both insightful and informative. How much your work is valued can depend heavily on how well the results of that analysis are articulated. Effectively communicating the results so the issues and recommendations are clear and explicit can greatly enhance the value of your analytic work.
    For this assessment, you will evaluate the approach of an analytics team and interpret and present statistical results to support a healthcare recommendation.
    ## **Preparation:**
    – Read the [Assessment 4 Lecture [PDF]](https://courseroom.capella.edu/courses/47523/files/8775070?wrap=1 "cf_MHA-FPX5017_assessment_4_ lecture.pdf") [Download Assessment 4 Lecture [PDF]](https://courseroom.capella.edu/courses/47523/files/8775070/download?download_frd=1).
    – Complete the following simulation:
    – [Vila Health: Presenting Statistical Results for Decision Making](https://media.capella.edu/CourseMedia/mhafp5017element17931/wrapper.asp). In this simulation, you will evaluate, interpret, and present statistical results to support a healthcare recommendation.
    – Use the data analysis results in the [HAC Analysis [XLSX]](https://courseroom.capella.edu/courses/47523/files/8775076/download) data set.
    – Focus your recommendation on the impacts of nurse staffing changes.
    – Review the [Assessment 4: Case Resource Examples.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [How many nurses should be staffed?](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [What are the costs and benefits of nurse staffing changes?](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [What effects might occur to patient safety?](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [What issues might occur due to your recommendation and plan of action to workforce concerns/hiring/retention?](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [What effects might occur to hospital performance measures?](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [What are the key**statistical results**needed to support the recommendation? Explain why you selected these as most important.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [Include 2–3 slides of data visual representation to support your analysis.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    – [Use the speaker notes to support your analysis and recommendation.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=3854767610006731)
    ## **Instructions:**
    This assessment has two deliverables:
    1. Prepare a 5–7-slide PowerPoint presentation about the statistical results with a recommendation and plan of action for health system leadership.
    – Ensure the slides graphically communicate the findings.
    – Select 2–3 data statistical results from the data analysis to include in the presentation.
    – Ensure your presentation is relevant to and easily understood by everyone in the audience.
    – Include an APA-formatted references slide at the end of the presentation.
    – Be sure your written communication is free of errors that detract from the overall message.
    – Use Kaltura, PowerPoint, or similar software to record your presentation. The presentation should last no more than **3 minutes**, and include audio of you speaking. You may use alternative programs or technology, provided you can still create a presentation with visuals and recorded audio.
    – Before you begin recording, write detailed speaker notes that you will use to record your audio. This professional best practice will help you prepare for your presentation, serve to clarify any insufficient or unclear audio in your recording, and be reflected in your grade for this assessment.
    – 2  Write speaker notes, which include the details for a recommendation to determine what decision and plan of action to make for the scenario that is based upon your data analysis and supported with scholarly literature.
    ## **Grading Criteria**
    The numbered assessment instructions outlined below correspond to the grading criteria in the scoring guide. Presenting Statistical Results for Decision Making Scoring Guide, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion to see how your work will be assessed.
    1. Evaluate the data collection, measurement, and analysis tools and techniques used in the data analysis.
    2. Interpret the statistical results used in the data analysis.
    3. Present 2–3 key statistical results to support a recommendation and plan of action.
    4. Provide a recommendation and plan of action based on key statistical results and cost-benefit analysis.
    – Analyze costs and benefits of your recommendation.
    – Include 2–3 slides with visual representation of the key statistical results.
    5. Use graphs and audio and speaker notes to convey ideas and information.
    6. Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
    Submit the recording of your presentation, your PowerPoint presentation, and your speaker notes in the assessment area.
    ## **Additional Requirements:**
    Your assessment should also meet the following requirements:
    – **Written communication**: Write clearly, accurately, and professionally, incorporating sources appropriately.
    – **Length:** 2–3 pages.
    – **Resources**: Include 1–2 scholarly, peer-reviewed sources where appropriate, adding reference list on the last slide.
    – **APA format**: Cite the sources using current APA guidelines. See the [Find Scholarly & Peer-Reviewed Sourcesand](https://lat.strategiced.com/redirect?linkid=2449) [Evidence and APACampus resources for guidance.](https://lat.strategiced.com/redirect?linkid=1540)
    – [**Font and font size**: Appropriate for visual presentation.](https://lat.strategiced.com/redirect?linkid=1540)
    ## **Competencies Measured:**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Plan for data collection, measurement, and analysis.
    – Evaluate the data collection, measurement, and analysis tools and techniques used in the data analysis.
    – Provide a recommendation and plan of action based on key statistical results and cost-benefit analysis.
    – Competency 3: Interpret results of data analysis for value based healthcare decisions, policy, or practice.
    – Interpret statistical results used in the data analysis.
    – Competency 4: Present results of data analysis to support a decision or recommendation.
    – Present 2–3 key statistical results used in the data analysis to support a healthcare recommendation.
    – Use graphs and audio to convey ideas and information.
    – Competency 5: Communicate audience-appropriate health management content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    – Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
    \
    cf_MHA-FPX5017_assessment_4_lecture.pdf](https://www.sweetstudy.com/files/cf-mha-fpx5017-assessment-4-lecture-pdf "cf_MHA-FPX5017_assessment_4_lecture.pdf")
    \
    ScreenShot2025-08-08at3.20.21PM.png](https://www.sweetstudy.com/files/screenshot2025-08-08at3-20-21pm-png "ScreenShot2025-08-08at3.20.21PM.png")
    \
    cf_hac_analysis.xlsx](https://www.sweetstudy.com/files/cf-hac-analysis-xlsx "cf_hac_analysis.xlsx")