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Module Summary and Description

This module provides you with the opportunity to work on specific management and business issues that organisations are facing. Utilising your problem-solving skills and competences of handling and managing business challenges. Starting from problem identification and concluding with solution related recommendations, thus encouraging research into real world business and management issues impacting organisations.

Building Business Insights brings together the learning processes from the whole MBA programme. It encourages the synthesis of knowledge, theories and skills developed in the modules during the previous terms in order to provide realistic solutions to contemporary business and management challenges.

Module Aims

This applied module aims to allow students to:

· Integrate their prior knowledge into an in-depth investigation of specific management and business problem or issue and present the results
· Facilitate the identification of topical issues in the business/management area of interest
· Assimilate theories and concepts drawn from different areas and the wider business/management literature
· Develop and implement strategies in data collection, analysis, synthesis and in building compelling arguments
· Apply reflective practice, ensuring models and concepts can be used effectively in the critical evaluation of your performance.
· Synthesise knowledge, experience and reflective practice to continually develop professional skills and competences

Module Learning Outcomes

On successful completion of the module, students will be able to:

Demonstrate the different approaches to business/management issue(s) in the context of their chosen area to be investigated, with the use of appropriate evidence-based information and theory.

Discuss and critically evaluate the different perspectives of related evidence-based and theoretical literature including appropriate referencing from diverse sources.

Demonstrate acumen in the design, planning, selection and collection of evidence in investigating the chosen issue using primary and/or secondary data as deemed appropriate

Communicate effectively including your collection of evidence in the form of reports using appropriate formats in a well-structured report

Utilise reflective practice techniques to critique your performance and identify improvements.

Demonstrate the development of independent and self-managed learning
1. Business Insights Project Report (80% of module grade)

This report should take the style of a consultancy report, rather than an academic article, making extensive use of infographics and other visuals.

Definition of the problem (5%, 400 words):

Client

A brief summary and history of your client, including decision-maker who has commissioned this project.

Problem

A short description of the situation that prevails for your client at the outset of problem solving (i.e., the state of affairs that are problematic).
Provide clear evidence of the business problem, ideally quantifying the problem and illustrating it graphically, e.g., comparison with competitors.

Cause

A set of observations or complications around the situation that creates the tension or dynamic that captures the problem (i.e., what changed or what went wrong that created the problem).
Provide clear evidence of what changes or what went wrong, ideally quantifying the problem and illustrating it graphically, e.g., year-by-year data tracking the problem.

Problem statement

In the form of an objective with a success threshold (e.g., To reduce Coca-Cola’s plastic waste by 50% by 2026 without sacrificing profit margin), define a specific, measurable and actionable problem (i.e., what are you trying to solve?).

Boundaries

Describe any boundaries and constraints of the project (i.e., what is in scope and what is off limits), considering the key forces and values acting on decision-makers (e.g., the need to maintain profit margin).

NB: You should use your problem definition worksheet as a basis for this section, but should not present your problem definition worksheet.

Disaggregation of problem and solutions (25%, 2000 words):

Problem components logic tree

Use an initial logic tree (i.e., factor/lever/component) to break the problem into component parts or issues to illustrate and define the basic structure of the problem (e.g., causes of the problem).
It is expected that this logic tree will have three layers.
This should be evidence-based, using a combination of credible industry and academic literature, evidence and theory, covering the problem generally and the problem in the context of your client.
Provide a fully-referenced commentary of the logic tree, concluding with a summary of the insights gained.

Solution drivers and hypothesised solutions logic tree

Using the basic problem structure logic tree as a guide to locate further industry and academic literature, evidence and theory, produce a more complete logic tree (i.e., deductive logic, hypothesis or hybrid of the two) of:
solution drivers, which help us to see potential pathways to solve the problem,
concluding with your hypothesised solutions as the leaves of your logic tree.
It is expected that this logic tree will have four layers – branches should expand at each layer, although not necessarily for the fourth layer of hypothesised solutions.
Provide a fully-referenced commentary of the logic tree, concluding with a summary of the insights gained.

Prioritisation of hypothesised solutions (10%, 800 words):

Prioritisation matrix

Using a prioritisation matrix, prioritise the ‘leaves’ (i.e., hypothesised solutions) from your second logic tree that have the biggest impact on the problem (i.e., importance) and which your client can most affect (i.e., controllability) to find the critical path to solving the problem, in effect pruning the tree to remove the ‘leaves’ that are not on the critical path to solving the problem.
Provide a fully-referenced commentary of the prioritisation matrix, concluding with a summary of the hypothesised solutions that will be taken forward to be tested and informed via analyses.

Workplan of analysis (10%, 800 words):

Workplan

Starting from the prioritised hypothesised solutions established in the previous step, propose a workplan for how you will test your hypothesised solutions and inform their implementation via data collection and analyses, so to be able to reach a conclusion on the solution to the problem.
For each prioritised hypothesised solution identify the following columns in a chunky workplan:
a research question that guided data collection and analysis to test each hypothesised solution and inform their implementation,
the data used and how you accessed or collected it, and
the data analysis techniques you used.

NB: It is not required that you will need to undertake primary data collection (e.g., surveys, interviews, focus groups) or highly sophisticated analysis (e.g., regression modelling, thematic analysis), but you may feel these methods are critical to solve your problem. If so, discuss with your supervisor ahead of commencing such work.

Analysis and findings (30%, 2,400 words):

One day solution

Commence by presenting your ‘one day solution’ on the basis of your understanding ahead of your analysis, summarising the situation that prevails at the start of your project, the complication (i.e., what changed or what went wrong) and your current understanding of a resolution.
The situation and complication may have evolved from original definition of the problem.
Summarise what insights are still required to reach a solution, so to justify the forthcoming analysis.

Analysis and findings

Sequentially working through each of your research questions, present the analysis you undertook and the findings.
Wherever possible, visually present your findings (e.g., graphs, infographics).
For each research question, clearly state the insights that have been gained.
It is expected that your analysis and findings will use a combination of literature and data (e.g., case studies).

Synthesised conclusions (20%, 1,600 words):

Pyramid structure

Draw together the individual findings and insights of your problem-solving work into an overall picture.
Using a pyramid structure, present your conclusions (i.e., governing thought) as an engaging story supported with arguments, insights, recommendations and supporting data to convince your audience of the merits of your recommended solution.
Provide a fully-referenced commentary of your pyramid structure, focusing on your overall resolution and detailed recommendations.

Word count: 8,000 words (excluding contents, figures, references and appendices).

2. Reflective Practice Report (10% of portfolio grade)

A written report that reflects upon your learning journey in undertaking your business insights project covering the following:

Three challenges you faced during the development of your Business Insights project
How you sought to overcome these challenges.
What you learned and how what you learned would manifest in doing something differently if faced with similar challenges again in the future.

Word count: 1,000 words (excluding references)

3. Reflective Practice video presentation (10% of portfolio grade)

A recorded video using slides that reflects upon your accomplishments and future needs covering the following:

How the submitted elements of the portfolio meet the module learning outcomes.
The relevance of the experience gained within this module to your future career aspirations.
Development needs to meet your future career aspirations that were not met on this module.

You should embed your PPT slides into your single portfolio document along with a YouTube link to your video presentation, ensuring the privacy settings are Unlisted so that your video is viewable to the markers. It is expected that you will be visible in the presentation recording with the video embedded into your slides.

Instructions for assessment

The assessment is an individual project appraisal report. The project is a recent business takeover or merger to be investigated in detail. The report should be 3,000 words plus appendices containing slides, spreadsheet analysis and learning logs.

A business case should be made to justify the takeover bid. Your report should contain:

1) Present ONE of each: (2 power-point slides appended to your report) 15 marks

strategic/market (competitor) analysis (rationale for takeover)
preliminary financial analysis, stating the assumptions required to value the target company using DCF analysis (revenue growth, profit margin, cost of capital etc.)

2) A business valuation, based on recent financial performance, calculate the equity value of the target company to justify the bid price offered by bidder. Explain your methods and justify your assumptions for forecast performance under new ownership. You should append 2 screenshots from a spreadsheet model (results & formulae) to your report – 30 marks

3) What if? Identify a possible rival bidder (usually from the same sector). Explain why the rival bidder may have made different assumptions in their business valuation and hence a different bid price – 15 marks

4) Write a critique of business valuation methods and relevant research, explaining why any anticipated bidder gains may not come to fruition, especially given the possible economic crisis (e.g. Covid-19). Refer to relevant research and cite journal articles to support your discussion – 15 marks

5) A learning (b)log (using the template provided) to reflect on what you have learnt from each session (at least 8), including reference to Moodle materials, showing how you have applied this learning to the assessment task, to be appended to your report – 15 marks

6) A supporting bibliography and professional style of report (presentation) – 10 marks

Structure and presentation

The individual report should be 3000 words plus references and appendices. The report must be a word document, but you are expected to use a spreadsheet for the financial analysis. You should submit screenshots of your spreadsheet results view and formulae view in an appendix.

Any written work should be spell-checked and a contents page should be included. Do not use various font sizes and colours Black ink, Arial, size 11, 1.5 lines spaced is recommended. Use DIN A4 format and page margins of 2.5 cm or 1 inch.

Activity 1: Working effectively

1.1    Name and describe two (2) ways you could find other professionals in the accounting and bookkeeping industry.

1.2    Accounting standards are principles and guidelines aiming to ensure consistency and comparability in financial reporting. Legislation, on the other hand, are Acts of Parliament that mandate specific accounting practices and reporting requirements.

Name six (6) pieces of legislation that affect the work of bookkeepers and accountants. For each piece of legislation, briefly describe the impact on your work as a bookkeeper or accountant.

1.3    Name five (5) job titles in the accounting and tax profession. For each one, describe their role in fulfilling a business’s needs.

Search the internet or other sources for help in answering this question. Consider searching job websites or professional associations’ sites. Here’s one site you may like to consider 

1.4 Name three (3) publications you can access to keep you up to date on compliance requirements and ethical practices you need in your role as an accountant or bookkeeper. For each publication, enter the URL where it can be found OR describe the steps you would take to subscribe to a hard copy of the publication

1.5    BAS agents must abide by the Code of Professional Conduct. The code contains a requirement regarding disclosure of client information to third parties.

Briefly outline how this requirement works including one example each of when disclosure is and is not required. Make reference to relevant legislation in your answer

1.6  The following table includes methods for developing effective working relationships. Provide one (1) example of how you could apply each method in the workplace.

1.8    Describe two (2) strategies or methods you should use in the workplace to ensure clear verbal communication.

Activity 2: Develop professional working relationships

You have been hired as a bookkeeper at Little Pear Juice Co.

Using the policies and procedures manual (on the LMS) and your own research, complete the following tasks and questions.

 

Resources required for this assessment:

From the LMS:

• Little Pear Juice Co policies and procedures manual

 

2.1    Based on the policies and procedures manual, important areas of Little Pear`s financial needs are missing from the manual. Using the table below list the accounting and bookkeeping services Little Pear needs, and explain why.

2.2    Review your answer to Activity 2.1 above. Choose one (1) activity that is likely to fall outside your role and responsibilities as a bookkeeper. Describe why that activity is outside the scope of your role, and which type of professional would be able to carry out that activity.

2.1    Video role play: First Day Management Meeting

Scenario

It’s time for your first day at Little Pear Juice Co. You’re going to have a meeting with some of the key managers who you’ll work with regularly.

In your meeting, you’ll discuss:

• What the business needs to achieve
• What you can help them achieve
• The specific tasks you’ll need to do
• What activities/services might be outside your scope
• Who you might refer them to for those services

 

This video role play has the following roles:

• Student, Bookkeeper
• Sandy Pears, Managing Director
• Mary Jones, Accounts Manager
• James Taylor, Sales Manager

 

Resources required for this assessment:

From the LMS:

• Video recording instructions

Other:

• CPD Requirements
• Activity 2.3 Role play script: First Day Management Meeting (in Appendix A of this assessment)
• At least one other person to read/play the part/s of the managers
• Device to record a video of your meeting.

Instructions

You will need at least one other person for this task, to read/play the parts of the managers. Using just one other person to play multiple roles is completely OK. Alternatively, you can use as many other people as there are roles. Give them a copy of the script titled ‘Activity 2.3 Role play script: First Day Management Meeting’.

Record your meeting with the managers. You may choose to use zoom (or other free video conferencing software) or you can follow the video recording instructions that are available on the LMS in your course guide. Upload the video when you upload the rest of the documents for this assessment.

If you can’t complete this video assessment activity, please contact your trainer ASAP.

This task is designed to help assess your ability to:

• Open the meeting appropriately
• Use appropriate language, tone, volume, and pace
• Clarify your role and tasks
• Identify the difference between your role, and that of a management accountant
• Refer managers to where they can find a management accountant
• Clarify your professional development needs/goals
• Ask questions about work performance feedback processes
• Demonstrate active listening.

2.4    Answer the following questions in relation to whether Little Pear Juice Co is meeting its statutory requirements.

1. What is the current rate of superannuation required to be paid to ensure compliance with The Superannuation Guarantee Act 1992?

2.5    Sandy has asked you for advice regarding the tax consequences of purchasing a new piece of machinery and equipment for the business.

1. Are you able to provide her with tax advice? Rationalise your answer with reference to the ICB code of professional conduct.

Activity 3: Set up and maintain compliance systems

You’ve just started your first week at Little Pear Juice Co. The businesses accountant has suggested to Sandy that Little Pear move to a computerised system instead of working from random spreadsheets.

 

3.1    Based on the available information about Little Pear Juice Co., research and select a program that you think would work well for the business.

• People Management

Organisational Learning and Development

This unit focuses on how applying core professional behaviours such as ethical practice, courage and inclusivity can build positive working relationships and support employee voice and well-being. It considers how developing and mastering new professional behaviours and practice can impact performance

Equality, diversity and inclusion (EDI) in the workplace (November 2022)

Promoting and delivering EDI in the workplace is an essential aspect of good people management. To reap the benefits of EDI, it’s about creating working environments and cultures where every individual can feel safe, a sense of belonging and is empowered to achieve their full potential. Whilst legal frameworks vary across different countries, in the UK the Equality Act 2010 provides legal protection for nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.  However, an effective EDI strategy goes beyond legal compliance and seeks to take an intersectional approach adding value to an organisation, contributing to the wellbeing and equality of outcomes and impact on all employees. This includes: accent, age, caring responsibilities, colour, culture, visible and invisible disability, gender identity and expression, mental health, neurodiversity, physical appearance, political opinion, pregnancy and maternity/paternity and family status and socio-economic circumstances amongst other personal characteristics and experiences. This factsheet explores what workplace equality inclusion and diversity (EDI) means, and how an effective strategy is essential to an organisation’s business objectives. It looks at the rationale for action and outlines steps organisations can take to implement and manage a successful EDI strategy, from recruitment, selection, retention, communication and training to addressing workplace behaviour and evaluating progress.

Ethics at work: an employer’s guide (February 2024)

Ethical values provide the moral compass by which we live our lives and make decisions: ‘doing the right thing’ because it’s the right thing to do. However, there are several reasons why unethical behaviour continues to happen in the workplace, from individual actions and choice to industry-wide indiscretions and compromising decisions.

In this guide, we discuss the red flags to watch out for, along with practical tips and resources to safeguard your organisation and people against ethical breaches and misconduct. The guide draws on – and complements – the latest CIPD research, and features nine areas of action employers can prioritise to ensure they behave ethically. If you’re an employer or manager looking to foster and encourage ethical behaviour in your organisation, you’ll find the practical advice you need in this guide.

1. 1.   Understand the purpose and value of the people profession.

Q: With reference to the CIPD Profession Map, appraise what it means to be a people professional. (AC 1.1)

1. 2.   Know own personal and ethical values and apply these consistently in their (people practice) work. 

Q: Discuss your personal and ethical values (one of each), with examples of how these are evident in your work. (If you have yet to work in people practice, explore how you believe your values would inform your work.)  (AC 1.2)  

1. 3.   Know the importance of people professionals contributing to discussions in an informed, clear and confident way to influence others.

Q: Discuss reasons why this is important and the consequences of people practitioners not being willing or able to influence others. (AC 1.3)

1. 4.   Know when and how to raise matters that might be unethical or illegal.  

Q: Discuss, with examples, when and how you would react to both unethical and illegal matters (one of each). (AC 1.4)

1. 5.   Be able to make use of related theory and thinking, to argue the human and business benefits of people feeling included, valued, and fairly treated at work.

Q: Demonstrate your ability to do this with a written argument, which poses different theoretical perspectives, as well as your own. (AC 2.1)

1. 6.   Know how to design people practice initiatives to be inclusive and how to check inclusivity after an initiative has been implemented.

Q: Discuss, with examples, how you have, or would, achieve both of these (AC 2.2)

1. 7.   Be able to work inclusively with others and build positive working relationships.

Q: Using a combination of your own reflections and feedback from at least one other person, discuss your ability to work inclusively and positively with others. (AC 2.3)

There is no requirement to include evidence of the use of references to wider reading for AC 2.3

1. 8.   Understand how the people practitioner role is evolving and the implications this has for your ongoing professional development.

Q: Demonstrate your understanding of this with a written response and related entries in your CPD Plan. (AC 3.1)

1. 9.   Be able to assess (own) strengths, weaknesses and development areas, based on own considerations and feedback from others. 

Using a combination of your own conclusions and feedback from at least one other person, assess yourself against a specification of your choice (such as a role/job description or any two of the core behaviour areas of the CIPD Profession Map (associate level). Briefly explain the outcome of your assessment (strengths, weaknesses and development areas) and the information that informed your conclusions. (AC 3.2)

There is no requirement to include evidence of the use of references to wider reading for AC 3.2

10.Be able to formulate a range of appropriate CPD options to support ongoing learning.

Following on from your self-assessment, identify a range of formal or informal development activities and add these to your CPD Plan/document. Provide a brief explanation as to why you have selected these activities. (AC 3.3)

There is no requirement to include evidence of the use of references to wider reading for AC 3.3

11.Be able to reflect on and draw conclusions about the effectiveness of development activities.Reflect on three development activities, already undertaken, that have had an impact on your work behaviour or performance, explaining how they have impacted you. (Your reflections should be presented within your CPD Record document.) (AC 3.4)

 There is no requirement to include evidence of the use of references to wider reading for AC 3.4

#1

Anorexia nervosa is a psychological disorder in which a person significantly decreases their caloric intake, leading to low body weight. Anorexia is a complex disorder that has genetic correlations with education attainment, neuroticism, and schizophrenia (Moore & Bokor, 2023). Endocrine abnormalities in anorexia nervosa are common and include low levels of gonadal hormones, reduced levels of thyroxine (T4) and triiodothyronine (T3),  and increased cortisol secretion (Attia & Walsh, 2022).

Culture is believed to be a significant factor in the etiology of anorexia nervosa. Rates of anorexia nervosa are more prevalent in specific ethnic and racial groups and change as culture evolves. An increase in anorexia seems to arise in cultures that place a high value on physical aesthetics (Miller & Pumariega, 2001).

The financial implications of anorexia nervosa are substantial. Economic costs of eating disorders in 2018-2019 were estimated to be $64.7 billion, which equates to about $11,808 per affected person (Streatfeild et al., 2021).

Environmental implications of anorexia nervosa include a person family origin, social network, and perceptions of stressful life events (Mazzeo & Bulik, 2009).

Nursing interventions for a patient admitted to the emergency room for anorexia nervosa include rehydration, cardiac monitoring, fall risk identification, and a suicide assessment.

Lab work such as a complete blood count (CBC) must be done to determine if the patient is dehydrated, as indicated by an elevated number of high red blood cells. A CBC would also include the patient hemoglobin and hematocrit levels to determine if the patient is anemic from not eating. Other blood tests, such as a basic metabolic panel (BMP), should be drawn to evaluate the body organ functioning. The BMP includes a blood urea nitrogen (BUN) test showing dehydration and a creatinine test used to evaluate kidney function. The BMP also includes several electrolytes, such as potassium, sodium, chloride, and phosphorus, which are at risk of being imbalanced for a patient with anorexia nervosa. BMP also includes calcium and glucose levels in the blood (National Heart, Lung, and Blood Institute, 2022).  An EKG should also be completed, and the patients should be monitored in a telemetry unit for severe sinus bradycardia, marked prolongation of the corrected QT interval, or syncope (Sachs et al., 2016).

Treatment of anorexia nervosa needs to be treated holistically with various members of an interdisciplinary team. First, the overall care must be overseen by a Primary Care Physician (PCP). The role of the PCP is to monitor labs, vital signs and coordinate care between the interdisciplinary team (Lenton-Brym et al., 2019). The role of the psychiatrist in prescribing antidepressants for patients with anorexia has been proven helpful in treatment (Marquez et al., 2022). The role of a dietitian is also vital in treating anorexia nervosa. The dietitian establishes healthy eating habits and monitors the patient’s food intake (Heafala et al., 2021). Registered nurses (RNs) must administer medication and educate patients about the disorder, medications, and treatment plans while providing therapeutic communication (Ramjan, 2004). A  therapist is also vital to the patient’s success as they help the patient navigate the psychosocial factors involved with their disorder through family therapy (Grange et al., 2019).  Furthermore, a physical therapist can supervise physical therapy to improve body awareness and mental and physical .

#2

Anorexia nervosa, a complex eating disorder characterized by an intense fear of gaining weight and a distorted body image, involves multifaceted pathophysiological processes. The disorder is primarily associated with severe caloric restriction, leading to significant weight loss and malnutrition. This malnutrition impacts various physiological systems, including metabolic and endocrine functions. According to Kaye, Mddr, and Bulik (2020), metabolic disturbances include alterations in thyroid function, adrenal hormone levels, and sex steroid levels, which contribute to the clinical manifestations of anorexia. Specifically, individuals with anorexia often exhibit decreased levels of thyroid hormones and disruptions in cortisol and leptin, which are critical for maintaining metabolic balance and regulating appetite (Kaye, Mddr, & Bulik, 2020).

Moreover, anorexia nervosa affects the central nervous system, particularly the areas involved in hunger and satiety. The dysregulation of neurotransmitters such as serotonin and dopamine has been implicated in the perpetuation of restrictive eating behaviors and the distorted self-image characteristic of the disorder. Studies have shown that individuals with anorexia have altered brain structure and function, especially in regions like the hypothalamus and the orbitofrontal cortex, which are involved in appetite control and reward processing (Kaye, Mddr, & Bulik, 2020). These neurobiological changes, combined with psychological factors, contribute to the persistence and severity of the disorder. The intricate interplay between metabolic dysfunction, endocrine abnormalities, and neurobiological alterations underscores the complexity of anorexia nervosa and the necessity for a comprehensive approach to treatment.

Cultural factors significantly influence the prevalence, manifestation, and treatment of anorexia nervosa. Cultural norms and ideals related to body image and beauty play a crucial role in shaping individuals’ attitudes toward food and body weight. For instance, cultures that emphasize thinness as a standard of beauty are more likely to experience higher rates of anorexia nervosa. According to Levine and Murnen (2009), media portrayals of thinness and societal pressures related to body image contribute to the internalization of these ideals, leading to increased risk of developing eating disorders. The study highlights that exposure to thin-ideal images in Western media is associated with body dissatisfaction and disordered eating behaviors, illustrating how cultural factors can exacerbate the risk of anorexia nervosa. Thus, cultural contexts that valorize thinness and stigmatize obesity can significantly impact the onset and persistence of anorexic behaviors.

Financial factors can have a profound impact on the development and management of anorexia nervosa, influencing both the accessibility of treatment and the socioeconomic pressures that contribute to the disorder. Individuals from lower socioeconomic backgrounds may face financial barriers that limit their access to specialized care and nutritional support, exacerbating the severity of the condition (Streigel-Moore & Bulik, 2007). Economic stressors can also contribute to disordered eating behaviors, as financial insecurity may lead to increased preoccupation with body image and weight control as a means of exerting some sense of power in a challenging environment. Moreover, the cost of healthy food options can be prohibitive for some, leading individuals to engage in restrictive eating patterns that mimic anorexic behaviors (Streigel-Moore & Bulik, 2007). Thus, financial constraints and related stressors play a critical role in both the onset and the progression of anorexia nervosa.

Environmental factors significantly influence the development and progression of anorexia nervosa, mainly through exposure to societal and familial pressures that impact body image and eating behaviors. For example, living in an environment with high levels of social comparison and appearance-related pressure, such as through media or peer groups that emphasize thinness, can increase the risk of developing anorexia (Stice, 2002). Additionally, family dynamics and interpersonal relationships play a crucial role; environments characterized by high levels of familial conflict, criticism, or an overemphasis on appearance can contribute to the onset of disordered eating patterns. Stice (2002) emphasizes that environmental stressors, including societal and familial influences, interact with individual vulnerabilities to exacerbate the risk of eating disorders, highlighting the importance of considering these factors in both prevention and treatment strategies.

For a client with anorexia in the emergency department, priority nursing interventions should focus on immediate stabilization, safety, and addressing both physical and psychological needs. 

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For this online discussion, you will:

• Participate in a “panel discussion” for an imaginary town hall audience on “Today’s Big Idea.”
• Write an initial post in the voice of an author of one of the closed research theme readings or a major respondent in that reading.
• Respond to at least two peers, staying in the voice of your selected author or respondent.

To prepare:

• Read all reading assignments from “They Say / I Say” in this module
• Complete the M04 Closed Research Theme Reading Check-In
• A “Panel Discussion” is a public event in which a group of informed people gathers together in front of an audience to discuss a specific topic, usually led by a moderator who asks their own questions or takes questions from the audience. Watch a few minutes of the video below to get a sense of how a panel discussion works:

 

In this discussion, you will write in the voice of the author of one of the closed research theme readings. Alternatively, you may write in the voice of a major respondent, expert, or witness who is interviewed or quoted in a closed research theme reading, if you think theirs is a more relevant perspective on the closed research theme. You will be playing this “character” in the panel discussion, adopting their positions and/or responding the way you think they would respond to others in the discussion. 

To begin, review the 6 closed research theme readings you have read so far; pick one author or one major respondent you will play in the panel discussion. You will be playing this “character” in the panel discussion for the whole board (initial posts and responses). You need to write in their voice and remain in character throughout the discussion.

Then start a new thread in this board and respond to the following prompt. Click the Post Reply button to submit your initial post: 

• Identify yourself as the author or respondent you have selected as well as the title of the reading and the person’s role in the reading.
  • Example: “I’m Alex Tizon, author of ‘Lola’s Story.’”
  • Example: “I’m Lola, a major figure in Alex Tizon’s ‘Lola’s Story.’”
• In the voice of your selected “character,” respond to one or more of the following questions. You can think of these as the questions you are being asked by the moderator or audience member:
  • How would you answer the guiding question for this section’s closed research theme? (If needed, you can find your class’s closed research theme question in Modules)
  • What issue regarding the closed research theme do you see as most important or most overlooked? What do you want the panel audience or other panel members to see and understand?
  • What action, solution, or policy, related to the closed research theme, is closest to your heart? What do you want the panel audience, other panel members, and/or others in society to take action on?
• Remember, think about what your “character” (author or major respondent) would believe, know, want, value, etc. This may not be what you personally know or believe, at all! Stick to their perspective and viewpoints as much as you can, based on what you know about their views from the closed research theme reading.
•  

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PLEASE RESPOND TO THE FOLLOWING POST OF A CLASSMATE IN 100 WORDS, Remember that your posts must be substantive and contribute to the dialogue that is taking place and Response posts must offer at least TWO new piece of information or insight.

Classmate Post:

1) Do you think teamwork can have negative consequences?

There are many scenarios in which teamwork can make work, in general, challenging or even strongly negatively affect the workflow. We all can relate to this one example that we have experienced at some point in our educational journey. When people are assigned to work in a group, they tend to put most of the workload on other people because they will not be praised or evaluated on their individual contribution but on the group project. Because people are not evaluated on individual efforts, productivity might decrease due to the fact that some individuals do not help with the overall effort. If teams are getting along too well, they are also able to reduce their overall efficiency because it will cause them to be focused on other things. These teams would be more focused on being social than on being productive. Also, teams can suffer from poor communication, which can contribute to a low-performing team because team members are not communicating correctly. In a high-performing team, all team members will need to be informed of all the information they need to be effective. If it isn’t clear who is leading the team, there might be a struggle with power dynamics, which negatively affects the productivity of a team because there would be an internal conflict. Therefore, some of the capabilities will be used to try to resolve this conflict. This would make the team less productive because of the power dynamic issue. 

2) What can a leader do when a team lacks synergy and the collective whole is not greater than the  sum of individual parts?

As discussed in the last question, there can be numerous reasons why a team functions better when the individuals work by themselves rather than in a team.  For a team to function at its best, it is important that the common communication is highly functional and effective. This means that people can have honest and open conversations about the problems and solutions that are supposed to be handled by the team (Brigden, 2024). When the goal of a team is not specifically defined, it is unclear how the team will be able to achieve their teams’ goals. Therefore, creating a collaborative goal that can be accomplished by a team effort in the best and most efficient way possible is necessary to become a well-established and deficient team (Brigden, 2024).  All the team members will need to know what the goals of the team are because, without that, the team is not going to be an effective and efficient team (Brigden, 2024).  When a team is successful, it is important for the team to engage in a team effort celebration because this will make the team connect and show them that together, they can accomplish their goals and be successful (Brigden, 2024).  A team leader should engage in all these efforts so that he can facilitate a caring and efficient environment by creating an effective team that is going to, therefore, be more successful.

Brigden, B. (2024, March 4). Leadership and teamwork: 10 ways leaders can help their teams. Teamwork Blog. Retrieved September 11, 2024, from https://www.teamwork.com/blog/10-ways-leaders-teams/

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