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See outline. – ## Assignment6….docx **## Assignment6….docx** For your Final Assignment (Due in Module 7), you will use everything that you have learned in this course. You will select, analyze and appraise a quantitative study of your choice that uses one of the following designs: · Survey Resea…
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– ## Assignment6….docx
**## Assignment6….docx**
For your Final Assignment (Due in Module 7), you will use everything that you have learned in this course. You will select, analyze and appraise a quantitative study of your choice that uses one of the following designs:
· Survey Research
· Correlational Research
· Experimental Research
· Causal-Comparative Research
In your final paper be sure to include observations about the literature, the use of theory, the introduction, the purpose statement, research questions and methodological approach. For each section give a thorough explanation of what the author presented and an appraisal of the effectiveness of their presentation in light of what Creswell and Creswell have presented in the Textbook. Do not use first person and be sure to cite sources in all areas of the paper.
**For this draft, submit the following**:
· An
**table of content (outline)** of your entire paper (should reflect a 10-15 page paper)
· An
**abstract** of your paper (200 to 300 words)
· A working
**reference list** for your paper (This may change, but show at least 8-10 references).
· Be sure to include on your reference list the study you have selected for this assignment.
**Submission Instructions:**
· The paper to be 3 – 5 pages in length using current APA style.
· Incorporate a minimum of 8 -10 current (published within last five years)
_scholarly journal articles_ or
_primary legal sources_ (statutes, court opinions) within your work.
· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
· Complete and submit the assignment by 11:59 PM ET Sunday.
· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
**## Assignment6….docx**
For your Final Assignment (Due in Module 7), you will use everything that you have learned in this course. You will select, analyze and appraise a quantitative study of your choice that uses one of the following designs:
· Survey Research
· Correlational Research
· Experimental Research
· Causal-Comparative Research
In your final paper be sure to include observations about the literature, the use of theory, the introduction, the purpose statement, research questions and methodological approach. For each section give a thorough explanation of what the author presented and an appraisal of the effectiveness of their presentation in light of what Creswell and Creswell have presented in the Textbook. Do not use first person and be sure to cite sources in all areas of the paper.
**For this draft, submit the following**:
· An
**table of content (outline)** of your entire paper (should reflect a 10-15 page paper)
· An
**abstract** of your paper (200 to 300 words)
· A working
**reference list** for your paper (This may change, but show at least 8-10 references).
· Be sure to include on your reference list the study you have selected for this assignment.
**Submission Instructions:**
· The paper to be 3 – 5 pages in length using current APA style.
· Incorporate a minimum of 8 -10 current (published within last five years)
_scholarly journal articles_ or
_primary legal sources_ (statutes, court opinions) within your work.
· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
· Complete and submit the assignment by 11:59 PM ET Sunday.
· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
**Background** UNLO Kuwait Group Company is currently exploring new business opportunities by identifying and targeting untapped market segments. As part of this initiative, students will engage in a strategic consulting assignment focused on discovering feasible and sustainable market expansion opt…
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Order on TutorsGallery →**Background**
UNLO Kuwait Group Company is currently exploring new business opportunities by identifying and targeting untapped market segments. As part of this initiative, students will engage in a strategic consulting assignment focused on discovering feasible and sustainable market expansion options for the company. Student teams will work on real-world business challenges provided by UNLO Group, with a focus on developing strategic recommendations grounded in solid research and practical feasibility.
**Assignment Structure**
– Students will be divided into **six** **groups**.
– Issues will be assigned based on company priorities, and may include (but are not limited to):
– Supply Chain Management
– Merchandising Strategy
– International Expansion
– Cultural Diversity Management
Each group will be responsible for the following:
1. **Identify and formulate relevant research questions** based on the assigned company issue.
2. **Collect qualitative insights** through interviews with key stakeholders (internal in Kuwait or external in GCC).
3. **Analyze available company data** provided during the visit and in follow-up communications.
4. **Conduct desk research** to gather relevant industry trends, benchmarks, and best practices.
5. **Propose evidence-based recommendations**, and assess their:
– Organizational impact
– Financial implications
– Consequences across functional departments (e.g., marketing, operations, HR)
**Expected Outcomes**
Each group will deliver a well-reasoned and practical proposal that reflects critical thinking, business acumen, and a forward-looking perspective aligned with UNLO’s strategic vision.
– ## HCA-455-T2-LeadershipTheoriesChart.docx – ## Rubric-LeadershipTheoriesChart.pdf **## HCA-455-T2-LeadershipTheoriesChart.docx**  **HCA-455 Leadership Theories Chart** **Instructions:** Leadership theories is the primary …
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Order on TutorsGallery →– ## HCA-455-T2-LeadershipTheoriesChart.docx
– ## Rubric-LeadershipTheoriesChart.pdf
**## HCA-455-T2-LeadershipTheoriesChart.docx**
**HCA-455 Leadership Theories Chart**
**Instructions:** Leadership theories is the primary focus of Topic 2. Complete the chart below in which you describe key points of at least four leadership theories in addition to the three already provided.
Include at least two peer-reviewed scholarly sources and your textbook.
| | | |
| — | — | — |
| **Leadership Theory** | **Definition** | **Main Concepts**(include a minimum of three concepts per theory) |
| **Situational Leadership** | | |
| **Transformational Leadership** | | |
| **Transactional Leadership** | | |
| | | |
| | | |
| | | |
| | | |
References
© 2021. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## Rubric-LeadershipTheoriesChart.pdf**
11/7/25, 5:20 PM
Page 1 of 1about:srcdoc
Leadership Theories Chart – Rubric Total 50 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Leadership Theory,
Definition, and Main
Concepts
Leadership Theory,
Definition, and Main
Concepts
0 points
Less than seven leadership
theories are present with
insufficient definitions.
Each theory does not
include three main
concepts.
26 points
Less than seven leadership
theories are present with
incomplete definitions.
Each theory lacks three
specific concepts.
30 points
A total of seven leadership
theories are present with
basic definitions. Each
theory includes three
concepts.
34 points
A total of seven leadership
theories are present with
detailed definitions. Each
theory includes three or
more clear concepts.
40 points
A total of seven leadership
theories are present with
comprehensive and
detailed definitions. Each
theory includes three or
more concepts that are
succinct and easily
identified.
Research
Research
0 points
No outside sources were
used to support the
assignment.
3.25 points
Few outside sources were
used to support the
assignment. Limited
research is apparent.
3.75 points
Research is adequate.
Sources are standard in
relevance, quality of
outside sources, and/or
timeliness.
4.25 points
Research is timely and
relevant, and addresses all
of the issues stated in the
assignment criteria.
5 points
Research is supportive of
the rationale presented.
Sources are distinctive.
Addresses all of the issues
stated in the assignment
criteria.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Errors in grammar or
syntax are pervasive and
impede meaning. Incorrect
language choice or
sentence structure errors
are found throughout.
1.63 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or
sentence structure are
recurrent.
1.88 points
Occasional mechanical
errors are present.
Language choice is
generally appropriate.
Varied sentence structure
is attempted.
2.13 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
2.5 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are
used throughout.
Format/Documentation
Uses appropriate style,
such as APA, MLA, etc., for
college, subject, and level;
documents sources using
citations, footnotes,
references, bibliography,
etc., appropriate to
assignment and discipline.
0 points
Appropriate format is not
used. No documentation of
sources is provided.
1.63 points
Appropriate format is
attempted, but some
elements are missing.
Frequent errors in
documentation of sources
are evident.
1.88 points
Appropriate format and
documentation are used,
although there are some
obvious errors.
2.13 points
Appropriate format and
documentation are used
with only minor errors.
2.5 points
No errors in formatting or
documentation are
present.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
**## Rubric-LeadershipTheoriesChart.pdf**
11/7/25, 5:20 PM
Page 1 of 1about:srcdoc
Leadership Theories Chart – Rubric Total 50 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Leadership Theory,
Definition, and Main
Concepts
Leadership Theory,
Definition, and Main
Concepts
0 points
Less than seven leadership
theories are present with
insufficient definitions.
Each theory does not
include three main
concepts.
26 points
Less than seven leadership
theories are present with
incomplete definitions.
Each theory lacks three
specific concepts.
30 points
A total of seven leadership
theories are present with
basic definitions. Each
theory includes three
concepts.
34 points
A total of seven leadership
theories are present with
detailed definitions. Each
theory includes three or
more clear concepts.
40 points
A total of seven leadership
theories are present with
comprehensive and
detailed definitions. Each
theory includes three or
more concepts that are
succinct and easily
identified.
Research
Research
0 points
No outside sources were
used to support the
assignment.
3.25 points
Few outside sources were
used to support the
assignment. Limited
research is apparent.
3.75 points
Research is adequate.
Sources are standard in
relevance, quality of
outside sources, and/or
timeliness.
4.25 points
Research is timely and
relevant, and addresses all
of the issues stated in the
assignment criteria.
5 points
Research is supportive of
the rationale presented.
Sources are distinctive.
Addresses all of the issues
stated in the assignment
criteria.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Errors in grammar or
syntax are pervasive and
impede meaning. Incorrect
language choice or
sentence structure errors
are found throughout.
1.63 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or
sentence structure are
recurrent.
1.88 points
Occasional mechanical
errors are present.
Language choice is
generally appropriate.
Varied sentence structure
is attempted.
2.13 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
2.5 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are
used throughout.
Format/Documentation
Uses appropriate style,
such as APA, MLA, etc., for
college, subject, and level;
documents sources using
citations, footnotes,
references, bibliography,
etc., appropriate to
assignment and discipline.
0 points
Appropriate format is not
used. No documentation of
sources is provided.
1.63 points
Appropriate format is
attempted, but some
elements are missing.
Frequent errors in
documentation of sources
are evident.
1.88 points
Appropriate format and
documentation are used,
although there are some
obvious errors.
2.13 points
Appropriate format and
documentation are used
with only minor errors.
2.5 points
No errors in formatting or
documentation are
present.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
**## HCA-455-T2-LeadershipTheoriesChart.docx**
**HCA-455 Leadership Theories Chart**
**Instructions:** Leadership theories is the primary focus of Topic 2. Complete the chart below in which you describe key points of at least four leadership theories in addition to the three already provided.
Include at least two peer-reviewed scholarly sources and your textbook.
| | | |
| — | — | — |
| **Leadership Theory** | **Definition** | **Main Concepts**(include a minimum of three concepts per theory) |
| **Situational Leadership** | | |
| **Transformational Leadership** | | |
| **Transactional Leadership** | | |
| | | |
| | | |
| | | |
| | | |
References
© 2021. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## Rubric-LeadershipTheoriesChart.pdf**
11/7/25, 5:20 PM
Page 1 of 1about:srcdoc
Leadership Theories Chart – Rubric Total 50 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Leadership Theory,
Definition, and Main
Concepts
Leadership Theory,
Definition, and Main
Concepts
0 points
Less than seven leadership
theories are present with
insufficient definitions.
Each theory does not
include three main
concepts.
26 points
Less than seven leadership
theories are present with
incomplete definitions.
Each theory lacks three
specific concepts.
30 points
A total of seven leadership
theories are present with
basic definitions. Each
theory includes three
concepts.
34 points
A total of seven leadership
theories are present with
detailed definitions. Each
theory includes three or
more clear concepts.
40 points
A total of seven leadership
theories are present with
comprehensive and
detailed definitions. Each
theory includes three or
more concepts that are
succinct and easily
identified.
Research
Research
0 points
No outside sources were
used to support the
assignment.
3.25 points
Few outside sources were
used to support the
assignment. Limited
research is apparent.
3.75 points
Research is adequate.
Sources are standard in
relevance, quality of
outside sources, and/or
timeliness.
4.25 points
Research is timely and
relevant, and addresses all
of the issues stated in the
assignment criteria.
5 points
Research is supportive of
the rationale presented.
Sources are distinctive.
Addresses all of the issues
stated in the assignment
criteria.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Errors in grammar or
syntax are pervasive and
impede meaning. Incorrect
language choice or
sentence structure errors
are found throughout.
1.63 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or
sentence structure are
recurrent.
1.88 points
Occasional mechanical
errors are present.
Language choice is
generally appropriate.
Varied sentence structure
is attempted.
2.13 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
2.5 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are
used throughout.
Format/Documentation
Uses appropriate style,
such as APA, MLA, etc., for
college, subject, and level;
documents sources using
citations, footnotes,
references, bibliography,
etc., appropriate to
assignment and discipline.
0 points
Appropriate format is not
used. No documentation of
sources is provided.
1.63 points
Appropriate format is
attempted, but some
elements are missing.
Frequent errors in
documentation of sources
are evident.
1.88 points
Appropriate format and
documentation are used,
although there are some
obvious errors.
2.13 points
Appropriate format and
documentation are used
with only minor errors.
2.5 points
No errors in formatting or
documentation are
present.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
**## HCA-455-T2-LeadershipTheoriesChart.docx**
**HCA-455 Leadership Theories Chart**
**Instructions:** Leadership theories is the primary focus of Topic 2. Complete the chart below in which you describe key points of at least four leadership theories in addition to the three already provided.
Include at least two peer-reviewed scholarly sources and your textbook.
| | | |
| — | — | — |
| **Leadership Theory** | **Definition** | **Main Concepts**(include a minimum of three concepts per theory) |
| **Situational Leadership** | | |
| **Transformational Leadership** | | |
| **Transactional Leadership** | | |
| | | |
| | | |
| | | |
| | | |
References
© 2021. Grand Canyon University. All Rights Reserved.
**image1.jpeg**
**## Rubric-LeadershipTheoriesChart.pdf**
11/7/25, 5:20 PM
Page 1 of 1about:srcdoc
Leadership Theories Chart – Rubric Total 50 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Leadership Theory,
Definition, and Main
Concepts
Leadership Theory,
Definition, and Main
Concepts
0 points
Less than seven leadership
theories are present with
insufficient definitions.
Each theory does not
include three main
concepts.
26 points
Less than seven leadership
theories are present with
incomplete definitions.
Each theory lacks three
specific concepts.
30 points
A total of seven leadership
theories are present with
basic definitions. Each
theory includes three
concepts.
34 points
A total of seven leadership
theories are present with
detailed definitions. Each
theory includes three or
more clear concepts.
40 points
A total of seven leadership
theories are present with
comprehensive and
detailed definitions. Each
theory includes three or
more concepts that are
succinct and easily
identified.
Research
Research
0 points
No outside sources were
used to support the
assignment.
3.25 points
Few outside sources were
used to support the
assignment. Limited
research is apparent.
3.75 points
Research is adequate.
Sources are standard in
relevance, quality of
outside sources, and/or
timeliness.
4.25 points
Research is timely and
relevant, and addresses all
of the issues stated in the
assignment criteria.
5 points
Research is supportive of
the rationale presented.
Sources are distinctive.
Addresses all of the issues
stated in the assignment
criteria.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Errors in grammar or
syntax are pervasive and
impede meaning. Incorrect
language choice or
sentence structure errors
are found throughout.
1.63 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or
sentence structure are
recurrent.
1.88 points
Occasional mechanical
errors are present.
Language choice is
generally appropriate.
Varied sentence structure
is attempted.
2.13 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
2.5 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are
used throughout.
Format/Documentation
Uses appropriate style,
such as APA, MLA, etc., for
college, subject, and level;
documents sources using
citations, footnotes,
references, bibliography,
etc., appropriate to
assignment and discipline.
0 points
Appropriate format is not
used. No documentation of
sources is provided.
1.63 points
Appropriate format is
attempted, but some
elements are missing.
Frequent errors in
documentation of sources
are evident.
1.88 points
Appropriate format and
documentation are used,
although there are some
obvious errors.
2.13 points
Appropriate format and
documentation are used
with only minor errors.
2.5 points
No errors in formatting or
documentation are
present.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
– 1
– 2
See Modules for related materials. Remember that the annotated bibliography requires THREE different summaries of THREE different articles from PEER REVIEWED journals that relate to consumer health. PLEASE read all instructions, templates, rubrics, feedback from one article, and announcements pertai…
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Remember that the annotated bibliography requires THREE different summaries of THREE different articles from PEER REVIEWED journals that relate to consumer health. PLEASE read all instructions, templates, rubrics, feedback from one article, and announcements pertaining to the annotated bib. You have been sent a definition of PEER REVIEWED previously in an announcement and in an email. There will be no time for a "do over". Make certain that you follow all instructions and information correctly.
\
HEA323AnnotatedBibInstructions.docx](https://www.sweetstudy.com/files/hea323annotatedbibinstructions-docx "HEA323AnnotatedBibInstructions.docx")
\
HEA323InstructionsforHeader.doc](https://www.sweetstudy.com/files/hea323instructionsforheader-doc "HEA323InstructionsforHeader.doc")
\
HEA323AnnotatedBib.Rubric.doc](https://www.sweetstudy.com/files/hea323annotatedbib-rubric-doc "HEA323AnnotatedBib.Rubric.doc")
\
HEA323AnnotatedBib.Template.doc](https://www.sweetstudy.com/files/hea323annotatedbib-template-doc-10458057 "HEA323AnnotatedBib.Template.doc")
– ## Topic11.docx **## Topic11.docx** 2 8- 10 minutes long 200 Points Topic and Speaking Outline Due: Oct 31 Via Moodle Class Presentation Using PowerPoint: Nov. 13 **Purpose Statement:** The ability to share ideas that change the minds and hearts of others, particularly in the organization, is what…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Topic11.docx
**## Topic11.docx**
2
8- 10 minutes long
200 Points
Topic and Speaking Outline Due: Oct 31 Via Moodle
Class Presentation Using PowerPoint: Nov. 13
**Purpose Statement:**
The ability to share ideas that change the minds and hearts of others, particularly in the organization, is what most communication activities strive for. In their Chapter One, Woodward and Denton (2019), highlight the three types of primary motivations of communication, namely communication as pure information, pure expressions and pure persuasion, with the hardest to accomplish being pure persuasion. This is because for us to know that we have accomplished our persuasive goals, there is often confirmation that we need from our target audience, which goes beyond their understanding as in the case of pure information, or just voicing opinions as in the case of pure expression. In persuasion, in addition to providing understanding and an opportunity to express ourselves, we have the additional task of changing the position of our audience on an issue, and this can be their behaviors, political opinions, behavior or values. Yet the ability to change other people’s minds or hearts is a vital skill which is useful in most jobs in most fields. Even when our jobs are not persuasion-focused, we find ourselves using this skill when we need to present proposals to our supervisors and colleagues. In short, it is essential to be able to articulate and express our ideas to others in a way which elicits a desired response from them.
This assignment familiarizes students with the communication skills around persuading others. The assignment meets the course objectives of “Writing credibility arguments to persuade an audience, improving interpersonal relationships identifying interpersonal communication problems within an organization,” “Using logic to support a position on a controversial topic,” “Applying the theory of the stages of a social campaign to a movement that affects business, “ and “Utilizing effective argumentation skills and techniques to persuade and influence an audience.”
**Overview of this assignment:**
1. Select any persuasion goal of your choice, come up with the name of the persuasion topic, objective and the target audience for your persuasive presentation – submitted in Week Seven in Moodle, due November 1
2. Develop a formal speaking outline written using the speaking outline template provided in Week Seven in Module. Your speaking outline is a guide which you will use when you make your presentation. The speaking outline is submitted on Moodle together with topic in the Week Seven Module- due November 1
3. Using the Outline, cerate your PowerPoint which you will present in class
4. Then upload your PowerPoint on the Week Eight Module so that it’s checked for originality.
5. Then come to class to present
a. Please make sure that you are dressed in either Business Professional or Business Casual. Please refer to the professional dress handout in the Week Eight Module
**Focus of the assignment:**
A persuasive presentation by nature is designed to move audiences, therefore your topic and its contents should present the organization with an opportunity for them to want to yield to your proposal.
**Presentation organization:**
You will include a Welcome, Introduction, Need/Problem, Solution, Visualization and Call to Action. Your outline will have enough information for you to speak for 8-10 minutes on.
**Presentation length:**
8-10 minutes. We will adhere to time limits for persuasive presentations. In the real world, for example, it is disrespectful to an audience for a speaker to violate time expectations. Please practice your presentation to see if you fall below or above the 8-10 minutes threshold, to know if you need to provide more facts, and/or information about your topic.
**Presentation format**
This is a presentation in which you convince your audience to do something. You will create a PowerPoint and present it to the class.
**Presentation content**
The content of your presentation should reflect your thorough knowledge of your topic, and also your awareness of your specific audience. You need to use language which you know appeals to your audience. As our textbook explains, one way of drawing our audience loser is by using words and phrases that our audience holds in high esteem. For example, if my audience is a class of American students, I would be aware that words such as fairness, and grading fairly, are phrases that they hold in high esteem. Think of your specific audience and think of words that that specific audience holds in high esteem.
**Speaking extemporaneously:**
Instead of reading your PowerPoint, be familiar with your speech, so that you read mostly the key points while engaging your audience in your elaboration of the key points. This means that after completing your PowerPoint, you will want to practice presenting before you come to present.
**Gesturing:**
You will be expected to gesture appropriately, to be engaging, please watch the video on gesturing in the Week Seven Module
**Eye contact:**
Because this is a presentation, you are expected to make eye contact, it adds to your credibility.
**Dressing:**
Your dressing should be business professional or business casual, please see the
[Professional Dress Handout](https://moodle.amberton.edu/mod/resource/view.php?id=41556) in Week Four
1: Share your persuasion Topic in class and on Moodle, for example a message about the importance of establishing an in-house cafeteria, instead of eating from nearby restaurants
2. In a sentence, highlight the objective of your message, for example; to persuade XYZ company to establish an in-house cafeteria for its employees, instead of relying on nearby restaurants and food courts.
3.Give the specific target audience for this message. If your targeting management, specify the individuals in management who absolutely have to hear your presentation, for example the operations director, the HR director, the CEO, the finance director, a representative of the workers’ union (if employees are affiliated), the company legal advisor etc.
**## Topic11.docx**
2
8- 10 minutes long
200 Points
Topic and Speaking Outline Due: Oct 31 Via Moodle
Class Presentation Using PowerPoint: Nov. 13
**Purpose Statement:**
The ability to share ideas that change the minds and hearts of others, particularly in the organization, is what most communication activities strive for. In their Chapter One, Woodward and Denton (2019), highlight the three types of primary motivations of communication, namely communication as pure information, pure expressions and pure persuasion, with the hardest to accomplish being pure persuasion. This is because for us to know that we have accomplished our persuasive goals, there is often confirmation that we need from our target audience, which goes beyond their understanding as in the case of pure information, or just voicing opinions as in the case of pure expression. In persuasion, in addition to providing understanding and an opportunity to express ourselves, we have the additional task of changing the position of our audience on an issue, and this can be their behaviors, political opinions, behavior or values. Yet the ability to change other people’s minds or hearts is a vital skill which is useful in most jobs in most fields. Even when our jobs are not persuasion-focused, we find ourselves using this skill when we need to present proposals to our supervisors and colleagues. In short, it is essential to be able to articulate and express our ideas to others in a way which elicits a desired response from them.
This assignment familiarizes students with the communication skills around persuading others. The assignment meets the course objectives of “Writing credibility arguments to persuade an audience, improving interpersonal relationships identifying interpersonal communication problems within an organization,” “Using logic to support a position on a controversial topic,” “Applying the theory of the stages of a social campaign to a movement that affects business, “ and “Utilizing effective argumentation skills and techniques to persuade and influence an audience.”
**Overview of this assignment:**
1. Select any persuasion goal of your choice, come up with the name of the persuasion topic, objective and the target audience for your persuasive presentation – submitted in Week Seven in Moodle, due November 1
2. Develop a formal speaking outline written using the speaking outline template provided in Week Seven in Module. Your speaking outline is a guide which you will use when you make your presentation. The speaking outline is submitted on Moodle together with topic in the Week Seven Module- due November 1
3. Using the Outline, cerate your PowerPoint which you will present in class
4. Then upload your PowerPoint on the Week Eight Module so that it’s checked for originality.
5. Then come to class to present
a. Please make sure that you are dressed in either Business Professional or Business Casual. Please refer to the professional dress handout in the Week Eight Module
**Focus of the assignment:**
A persuasive presentation by nature is designed to move audiences, therefore your topic and its contents should present the organization with an opportunity for them to want to yield to your proposal.
**Presentation organization:**
You will include a Welcome, Introduction, Need/Problem, Solution, Visualization and Call to Action. Your outline will have enough information for you to speak for 8-10 minutes on.
**Presentation length:**
8-10 minutes. We will adhere to time limits for persuasive presentations. In the real world, for example, it is disrespectful to an audience for a speaker to violate time expectations. Please practice your presentation to see if you fall below or above the 8-10 minutes threshold, to know if you need to provide more facts, and/or information about your topic.
**Presentation format**
This is a presentation in which you convince your audience to do something. You will create a PowerPoint and present it to the class.
**Presentation content**
The content of your presentation should reflect your thorough knowledge of your topic, and also your awareness of your specific audience. You need to use language which you know appeals to your audience. As our textbook explains, one way of drawing our audience loser is by using words and phrases that our audience holds in high esteem. For example, if my audience is a class of American students, I would be aware that words such as fairness, and grading fairly, are phrases that they hold in high esteem. Think of your specific audience and think of words that that specific audience holds in high esteem.
**Speaking extemporaneously:**
Instead of reading your PowerPoint, be familiar with your speech, so that you read mostly the key points while engaging your audience in your elaboration of the key points. This means that after completing your PowerPoint, you will want to practice presenting before you come to present.
**Gesturing:**
You will be expected to gesture appropriately, to be engaging, please watch the video on gesturing in the Week Seven Module
**Eye contact:**
Because this is a presentation, you are expected to make eye contact, it adds to your credibility.
**Dressing:**
Your dressing should be business professional or business casual, please see the
[Professional Dress Handout](https://moodle.amberton.edu/mod/resource/view.php?id=41556) in Week Four
1: Share your persuasion Topic in class and on Moodle, for example a message about the importance of establishing an in-house cafeteria, instead of eating from nearby restaurants
2. In a sentence, highlight the objective of your message, for example; to persuade XYZ company to establish an in-house cafeteria for its employees, instead of relying on nearby restaurants and food courts.
3.Give the specific target audience for this message. If your targeting management, specify the individuals in management who absolutely have to hear your presentation, for example the operations director, the HR director, the CEO, the finance director, a representative of the workers’ union (if employees are affiliated), the company legal advisor etc.
– ## WORK24.docx **## WORK24.docx** Now that you have engaged with the learning resources in this module, you are ready to apply the principles of improvement science to your own practice setting – whether in a direct or indirect care role. This assignment focuses on connecting real-world healthcare…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## WORK24.docx
**## WORK24.docx**
Now that you have engaged with the learning resources in this module, you are ready to apply the principles of improvement science to your own practice setting – whether in a direct or indirect care role.
This assignment focuses on connecting real-world healthcare improvement needs with benchmarking, the Plan-Do-Study-Act (PDSA) cycle and national health priorities. Your task is to explore how system-level goals, performance metrics, and planned changes come together in the initial phase of quality improvement project.
Create a brief, professional presentation (i.e., PowerPoint, Google Slides) that includes visual and audio components as well as the following elements:
1.
**Define the Practice Problem (1 slide)**
· Provide a concise summary of your practice problem you plan to address.
· Include a brief note about where the issue fits within the domains of healthcare quality (i.e., safety, efficiency, patient-centered, equity, effectiveness, or timeliness)
2.
**Align with a National Health Goal (1 slide)**
· Identify a goal and objective from the current U.S. Department of Health and Human Services Annual Performance Plan and Report (hhs.gov) that aligns with your project.
· Include the goal number, title, and sentence explaining the connection between your project and the national priority.
3.
**Apply Benchmarking to Your Project (1 slide)**
· Briefly explain how benchmarking will inform your understanding of current performance and help establish a baseline for improvement.
· Reference at least one benchmark source (i.e., CMS QualityNet, and APQC from your resources or, internal institutional data).
4.
**Apply the PDSA Model – “Plan” Phase (2-3 slides)**
· Using the IHI’s
[PDSA WorksheetLinks to an external site.](https://www.cec.health.nsw.gov.au/__data/assets/pdf_file/0006/599856/Plan-Do-Study-Act-Cycle-Form.PDF), provide a detailed outline of the “Plan” phase for your proposed healthcare improvement project, include the following:
· What are you trying to accomplish (AIM statement)?
· What change will you test (brief description of the proposed intervention or strategy)?
· What do you predict will happen and why?
· What measures will you use to evaluate the change?
· Who will be involved in testing the change?
· What is your timeline for implementation of the initial test of change?
Direct access to articles cited is essential for grading. Either upload all evidence along with your submission or be sure an activated link is provided within your citation so that faculty evaluators can readily access the articles that you are referencing in your assignment.
**## WORK24.docx**
Now that you have engaged with the learning resources in this module, you are ready to apply the principles of improvement science to your own practice setting – whether in a direct or indirect care role.
This assignment focuses on connecting real-world healthcare improvement needs with benchmarking, the Plan-Do-Study-Act (PDSA) cycle and national health priorities. Your task is to explore how system-level goals, performance metrics, and planned changes come together in the initial phase of quality improvement project.
Create a brief, professional presentation (i.e., PowerPoint, Google Slides) that includes visual and audio components as well as the following elements:
1.
**Define the Practice Problem (1 slide)**
· Provide a concise summary of your practice problem you plan to address.
· Include a brief note about where the issue fits within the domains of healthcare quality (i.e., safety, efficiency, patient-centered, equity, effectiveness, or timeliness)
2.
**Align with a National Health Goal (1 slide)**
· Identify a goal and objective from the current U.S. Department of Health and Human Services Annual Performance Plan and Report (hhs.gov) that aligns with your project.
· Include the goal number, title, and sentence explaining the connection between your project and the national priority.
3.
**Apply Benchmarking to Your Project (1 slide)**
· Briefly explain how benchmarking will inform your understanding of current performance and help establish a baseline for improvement.
· Reference at least one benchmark source (i.e., CMS QualityNet, and APQC from your resources or, internal institutional data).
4.
**Apply the PDSA Model – “Plan” Phase (2-3 slides)**
· Using the IHI’s
[PDSA WorksheetLinks to an external site.](https://www.cec.health.nsw.gov.au/__data/assets/pdf_file/0006/599856/Plan-Do-Study-Act-Cycle-Form.PDF), provide a detailed outline of the “Plan” phase for your proposed healthcare improvement project, include the following:
· What are you trying to accomplish (AIM statement)?
· What change will you test (brief description of the proposed intervention or strategy)?
· What do you predict will happen and why?
· What measures will you use to evaluate the change?
· Who will be involved in testing the change?
· What is your timeline for implementation of the initial test of change?
Direct access to articles cited is essential for grading. Either upload all evidence along with your submission or be sure an activated link is provided within your citation so that faculty evaluators can readily access the articles that you are referencing in your assignment.
answering the case by applying all the digital transformation tools – ## Digitaltranformationtools.docx – UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf **## Digitaltranformationtools.docx** Chapter 1: The Five Domains of Digital Transformation: Customers, Competition, Data, Innovation, Val…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →answering the case by applying all the digital transformation tools
– ## Digitaltranformationtools.docx
– UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf
**## Digitaltranformationtools.docx**
Chapter 1: The Five Domains of Digital Transformation: Customers, Competition, Data, Innovation, Value
This chapter introduces the five domains of digital transformation: customers, competition, data, innovation, and value. It explains how digital technologies are changing strategic assumptions in each domain, from mass-market customers to networked ones, from linear competition to fluid industries, from data as a cost to an asset, from intuition-based innovation to rapid experimentation, and from static value propositions to evolving ones. The chapter presents the digital transformation playbook as a framework for rethinking business strategy.
No tools in this chapter.
Mini Case: GlobalTech Corp. – Adapting to Digital Shifts
GlobalTech Corp. is a traditional electronics manufacturer facing declining sales due to digital disruptions. Their products are outdated, competition is fierce from online platforms, and customer behaviors have shifted to digital networks. The CEO needs a holistic strategy to transform the business across all domains.
Solution Using Chapter 1 Framework:
Apply the five domains to rethink strategy
:
· Customers: Shift from mass-market to networked customers by building engagement platforms
· Competition: Move from linear to fluid competition by exploring platform models
· Data: Treat data as an asset for insights and personalization
· Innovation: Adopt rapid experimentation for new products
· Value: Evolve value propositions to meet changing needs.
· Overall recommendation: Conduct a self-assessment (from the book's conclusion) to prioritize domains. Implement changes incrementally, starting with customer networks to drive growth
Chapter 2: Harness Customer Networks
This chapter explores how customers have shifted from passive mass-market actors to dynamic networks. It covers the customer network paradigm, the marketing funnel and path to purchase, and five core behaviors (access, engage, customize, connect, collaborate). Businesses must rethink relationships to co-create value.
Tool: Customer Network Strategy Generator
It is designed to help you develop new strategic ideas for engaging and creating value with networked customers. It does this by linking your own business objectives to the core behaviors of customer networks that we have examined in this chapter. It can be used to generate new marketing communications and customer experiences as well as new product and service innovations
.
· 5 Steps:
Step 1: Objective Setting – Define the objectives you hope to achieve for your business with any new customer strategy you develop (direct objectives and higher-order objectives).
· Step 2: Customer Selection and Focusing – Get a clear picture of customers that you are seeking to address – qualify each customer segment (unique objectives, value propositions, barriers to success).
Step 3: Strategy Selection – Derive strategies from the 5 core customer network behaviors (access, engage, customize, connect, collaborate).
· Step 4: Concept Generation – A specific, concrete idea for a product, service, communication, experience, or interaction (questions for each strategy).
· Step 5: Defining Impact – Bring each of your ideas back to the business objectives you set for yourself in step 1 (how to know if objectives are achieved, measurement).
Mini Case: FitLife App – Boosting User Engagement
FitLife is a fitness tracking app with 10,000 users but low retention (only 20% active monthly). Users are not networked; they use the app individually. The company wants to increase engagement and loyalty through customer networks.
Solution Using Customer Network Strategy Generator:
Step 1: Objective Setting: Direct objectives – Increase monthly active users by 40% and retention by 30%. Higher-order objectives – Build a community for data sharing and partnerships.
Step 2: Customer Selection and Focusing: Target casual users (unique objective: motivation; value proposition: easy tracking; barriers: lack of social features). Target fitness enthusiasts (unique objective: competition; value proposition: challenges; barriers: isolation).
· Step 3: Strategy Selection: Access (easier app use), Engage (motivational content), Connect (social sharing).
Step 4: Concept Generation: Access – Add voice commands for hands-free logging. Engage – Weekly video tips from trainers. Connect – Leaderboards and friend challenges.
· Step 5: Defining Impact: Measure user growth and retention via app analytics; if engagement rises, objectives met through advocacy.
Chapter 3: Build Platforms, Not Just Products
This chapter examines the rise of platform business models, where businesses facilitate interactions between distinct customer types. It covers types of platforms (exchanges, transaction systems, ad-supported media, standards), network effects, the platform spectrum, and competitive benefits. Digital technologies enable frictionless growth.
Tools: Platform Business Model Map and Competitive Value Train
· Platform Business Model Map: The Model Map to answer these important questions: Whom do you need to bring on board to make your platform work? How will you monetize? Who are your most important customers? (These are likely both the primary payer and the linchpin.) Is your business model in balance? Does each party receive enough value to attract its participation? Does each party contribute enough value to justify its inclusion?
· Chart Setup: Fill out a chart with seven questions (distinct customer types, value received/provided, value to/from platform, attraction, profiles like linchpin, payer, primary payer, sweetener).
· Map Drawing: 5 steps (names, shapes, attraction, value received, value provided).
· Shapes and Arrows: Circle for platform, diamonds for payers, squares for sweeteners, spikes for attraction, arrows for value exchange (bold for monetary, parentheses for platform value).
· Competitive Value Train: It helps analyze competition and leverage between a firm and its business partners, direct rivals, and asymmetric competitors in a supply chain, and their potential substitutes, by mapping how a particular product or service reaches a particular group of customers
.
· Step 1: Start with a horizontal train jumping over its current partners or firms leading to a final consumer on the right (originator, producer, distributor).
· Step 2: Add competitors (symmetric below each car, asymmetric above).
· Two Rules of Power: Principle 1: Power to the unique value creator. Principle 2: Power to the ends.
· Uses: Clarify key dynamics, predict moves, analyze disintermediation/shifts.
Mini Case: RideShare Co. – Expanding a Ride-Hailing Platform
RideShare Co. is a ride-hailing platform connecting drivers and riders, but faces competition from taxis and new entrants. They want to analyze their platform model and competitive position to grow.
Solution Using Tools:
· Platform Business Model Map:
Chart Setup: Distinct types – Riders (payers), Drivers (sweeteners). Value received – Riders get rides (monetary to drivers); Drivers get fares (monetary from riders). Attraction – Riders attract drivers (2 spikes); Drivers attract riders (2 spikes). Profiles – Riders as primary payer; Drivers as sweetener
.
· Map Drawing: Platform center (circle). Riders right (diamond). Drivers left (square). Spikes and arrows show balanced exchange.
· Analysis: Model is balanced; add advertisers for promotions to boost indirect effects.
· Competitive Value Train
:
· Step 1: Train – Originator (app developers), Producer (RideShare), Distributor (drivers to riders).
· Step 2: Symmetric competitors below (other ride-hailers); Asymmetric above (taxis, public transit).
· Analysis: Power at ends (drivers/riders); predict disintermediation by taxis; shift to unique features like eco-rides.
Chapter 4: Turn Data Into Assets
This chapter discusses data as an intangible asset, gathering diverse data types, predictive use, innovation, behavioral focus, and combining silos. It covers big data trends (unstructured data, capabilities, cloud) and myths. Sources include customer exchanges, partners, public data, and purchases.
Tool: Data Value Generator
Step 1: Define area of impact (specific business unit, division, or new venture). Step 2: Value Template Selection (Insights, Targeting, Personalization, Context). Step 3: Concept Generation – Ideate specific ways that data could deliver more value to your customers and your business. Step 4: Data Audit – Assemble the required data for the selected strategy (survey existing data, identify gaps, ways to fill them). Step 5: Execution plan – Put the strategy to use in the work of your organization (technical issues, business processes, testing, sharing learning).
Mini Case: RetailChain – Improving Customer Insights
RetailChain has sales data but struggles with personalization. They want to use data for better targeting and insights to boost sales.
Solution Using Data Value Generator:
· Step 1: Define Area of Impact: Focus on online sales division for personalization.
· Step 2: Value Template Selection: Targeting and Personalization.
· Step 3: Concept Generation: Use purchase history for product recommendations; send personalized e-mails.
· Step 4: Data Audit: Existing – Transaction logs. Gaps – Behavioral data (e.g., browsing). Fill via partnerships with analytics firms.
· Step 5: Execution Plan: Integrate via cloud tools; test A/B e-mails; measure conversion rates.
Chapter 5: Innovate by Rapid Experimentation
This chapter covers innovation shifts from intuition to learning via experimentation. It explains convergent (for optimization) and divergent (for exploration) experiments, seven principles, and scaling paths.
Tools: Convergent Experimental Method and Divergent Experimental Method
· Convergent Experimental Method: This experimental method is particularly useful for innovating on existing products, services, and processes; for optimizing and continually improving them; and for comparing versions in the later stages of an innovation process.
· Step 1: Define the question you are seeking to answer (causal, specific).
· Step 2: Select who will conduct the experiment.
· Step 3: Randomize Your Test and Control (population, assign groups).
· Step 4: Validate Your Sample (statistically valid size).
· Step 5: Test and Analyze (run test, measure differences).
· Step 6: Decide (based on findings).
· Step 7: Share Learning.
· Divergent Experimental Method: This method is particularly useful for innovations that are less defined from the outset, such as new products, services, and business processes for your organization.
· Step 1: Define the problem (rooted in customer need, quantified goal, limits).
· Step 2: Set Limits (time, money, scope).
· Step 3: Pick Your People (small team, diversity).
· Step 4: Observe (deepen understanding, broaden ideas).
· Step 5: Generate More than One Solution.
· Step 6: Build an MVP (minimum viable prototype).
· Step 7: Field Test (validate assumptions).
· Step 8: Decide (proceed, pivot, prepare to launch, pull plug).
· Step 9: Scale Up (translate to full release).
· Step 10: Share Learning.
Mini Case: FoodApp – Testing New Features
FoodApp delivers meals but wants to innovate with a subscription model. They need to experiment to validate ideas.
Solution Using Tools:
· Convergent Experimental Method:
· Step 1: Question – Does a discounted subscription increase orders by 20%?
· Step 2: Conduct by marketing team.
· Step 3: Randomize 1,000 users into test (subscription offer) and control group
.
· Step 4: Sample size valid (n=500 each).
· Step 5: Test; analyze order increases.
· Step 6: If positive, launch.
· Step 7: Share results internally.
· Divergent Experimental Method:
· Step 1: Problem – Improve meal customization for health-focused users.
· Step 2: Limits – 3 months, $50K.
· Step 3: Small diverse team.
· Step 4: Observe user feedback.
· Step 5: Generate ideas (e.g., nutrition tracking).
· Step 6: Build MVP app feature.
· Step 7: Field test with 100 users.
· Step 8: Proceed if validated.
· Step 9: Scale to full app.
· Step 10: Share learnings.
Chapter 6: Adapt Your Value Proposition
This chapter discusses adapting value propositions as customer needs change. It covers concepts of market value, routes out of decline, and the roadmap tool.
Tool: Value Proposition Roadmap
1. Define key customer types based on the value received
. 2. Define the value received by each customer, by considering the types of jobs they want to get done and the specific value elements (or valued benefits) that they get from your business. Consolidate these into an overall value proposition for each customer group
. 3. Identify emerging threats (new tech/substitutes, changing customer needs, new competitors and substitutes) that could undermine your existing value
. 4. Assess the strength of each existing value element. Consider how each one could increase/decrease in value to the customer, and if overall it’s strong, challenged or disrupted
. 5. Identify new value elements that you could offer
. 6. Organize all the value elements into 4 columns: (i) core elements to build on, (ii) weakened elements to strengthen, (iii) disrupted elements to deprioritize, (iv) new elements to create. Then develop an overall new value propositions for each customer type.
Mini Case: BookStore Inc. – Evolving in the Digital Age
BookStore Inc. sells physical books but faces e-book competition. They need to adapt their value proposition.
Solution Using Value Proposition Roadmap:
· Step 1: Key types – Casual readers, Avid collectors.
· Step 2: Value – Casual: Convenience; Avid: Rarity/experience.
· Step 3: Threats – E-books, online retailers.
· Step 4: Assess – Core: Community events (strong); Weakened: Physical selection (challenged).
· Step 5: New elements – Digital subscriptions.
· Step 6: Organize – Build on community; Strengthen selection via partnerships; Deprioritize outdated inventory; Create digital access. New propositions: "Hybrid reading experience" for both.
Chapter 7: Mastering Disruptive Business Models
This chapter covers disruption theories, variables, and tools for assessment and response
.
Tools: Disruptive Business Model Map and Disruptive Response Planner
· Disruptive Business Model Map: A strategy-mapping tool to help you assess if a new challenger is potentially disruptive
.
· Step 1: Define the challenger (key offerings, unique aspects).
· Step 2: Define the incumbent(s).
· Step 3: Define the target customer(s) of the challenger
.
· Step 4: Assess the value proposition differential (value offered by challenger vs. incumbent, differences).
· Step 5: Assess the value network differential (enabling elements, differences, barriers).
· Step 6: 2-part Test (huge value proposition differential? Huge value network differential creating barrier?).
· Disruptive Response Planner: To map out your options to a potential disrupter.
· Step 1: Identify how the disrupter is likely to enter the market (outside-in or inside-out).
· Step 2: Disruptive scope (use cases, customer segments, network effects).
· Step 3: Other incumbents (industries affected, responses).
· Step 4: Six Incumbent Responses to Disruption (becoming the disrupter, mitigate losses, plan for fast exit).
Mini Case: TaxiCo – Responding to Ride-Hailing Disruption
TaxiCo faces disruption from a new ride-hailing app. They need to assess and plan a response.
Solution Using Tools:
· Disruptive Business Model Map:
· Step 1: Challenger – Ride-hailing app (on-demand, cheaper rides).
· Step 2: Incumbent – TaxiCo.
· Step 3: Target customers – Urban commuters.
· Step 4: Differential – Challenger offers convenience vs. TaxiCo's hail-based service.
· Step 5: Network – Challenger uses apps/drivers; barrier for TaxiCo to replicate.
· Step 6: Test – Huge differentials; disruptive threat.
· Disruptive Response Planner:
· Step 1: Inside-out entry (targeting TaxiCo's customers).
· Step 2: Scope – High for urban users; network effects amplify.
· Step 3: Other incumbents – Public transit affected.
· Step 4: Response – Become the disrupter by launching own app; mitigate losses by targeting loyal customers.
**UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf**
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**UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf**
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**## Digitaltranformationtools.docx**
Chapter 1: The Five Domains of Digital Transformation: Customers, Competition, Data, Innovation, Value
This chapter introduces the five domains of digital transformation: customers, competition, data, innovation, and value. It explains how digital technologies are changing strategic assumptions in each domain, from mass-market customers to networked ones, from linear competition to fluid industries, from data as a cost to an asset, from intuition-based innovation to rapid experimentation, and from static value propositions to evolving ones. The chapter presents the digital transformation playbook as a framework for rethinking business strategy.
No tools in this chapter.
Mini Case: GlobalTech Corp. – Adapting to Digital Shifts
GlobalTech Corp. is a traditional electronics manufacturer facing declining sales due to digital disruptions. Their products are outdated, competition is fierce from online platforms, and customer behaviors have shifted to digital networks. The CEO needs a holistic strategy to transform the business across all domains.
Solution Using Chapter 1 Framework:
Apply the five domains to rethink strategy
:
· Customers: Shift from mass-market to networked customers by building engagement platforms
· Competition: Move from linear to fluid competition by exploring platform models
· Data: Treat data as an asset for insights and personalization
· Innovation: Adopt rapid experimentation for new products
· Value: Evolve value propositions to meet changing needs.
· Overall recommendation: Conduct a self-assessment (from the book's conclusion) to prioritize domains. Implement changes incrementally, starting with customer networks to drive growth
Chapter 2: Harness Customer Networks
This chapter explores how customers have shifted from passive mass-market actors to dynamic networks. It covers the customer network paradigm, the marketing funnel and path to purchase, and five core behaviors (access, engage, customize, connect, collaborate). Businesses must rethink relationships to co-create value.
Tool: Customer Network Strategy Generator
It is designed to help you develop new strategic ideas for engaging and creating value with networked customers. It does this by linking your own business objectives to the core behaviors of customer networks that we have examined in this chapter. It can be used to generate new marketing communications and customer experiences as well as new product and service innovations
.
· 5 Steps:
Step 1: Objective Setting – Define the objectives you hope to achieve for your business with any new customer strategy you develop (direct objectives and higher-order objectives).
· Step 2: Customer Selection and Focusing – Get a clear picture of customers that you are seeking to address – qualify each customer segment (unique objectives, value propositions, barriers to success).
Step 3: Strategy Selection – Derive strategies from the 5 core customer network behaviors (access, engage, customize, connect, collaborate).
· Step 4: Concept Generation – A specific, concrete idea for a product, service, communication, experience, or interaction (questions for each strategy).
· Step 5: Defining Impact – Bring each of your ideas back to the business objectives you set for yourself in step 1 (how to know if objectives are achieved, measurement).
Mini Case: FitLife App – Boosting User Engagement
FitLife is a fitness tracking app with 10,000 users but low retention (only 20% active monthly). Users are not networked; they use the app individually. The company wants to increase engagement and loyalty through customer networks.
Solution Using Customer Network Strategy Generator:
Step 1: Objective Setting: Direct objectives – Increase monthly active users by 40% and retention by 30%. Higher-order objectives – Build a community for data sharing and partnerships.
Step 2: Customer Selection and Focusing: Target casual users (unique objective: motivation; value proposition: easy tracking; barriers: lack of social features). Target fitness enthusiasts (unique objective: competition; value proposition: challenges; barriers: isolation).
· Step 3: Strategy Selection: Access (easier app use), Engage (motivational content), Connect (social sharing).
Step 4: Concept Generation: Access – Add voice commands for hands-free logging. Engage – Weekly video tips from trainers. Connect – Leaderboards and friend challenges.
· Step 5: Defining Impact: Measure user growth and retention via app analytics; if engagement rises, objectives met through advocacy.
Chapter 3: Build Platforms, Not Just Products
This chapter examines the rise of platform business models, where businesses facilitate interactions between distinct customer types. It covers types of platforms (exchanges, transaction systems, ad-supported media, standards), network effects, the platform spectrum, and competitive benefits. Digital technologies enable frictionless growth.
Tools: Platform Business Model Map and Competitive Value Train
· Platform Business Model Map: The Model Map to answer these important questions: Whom do you need to bring on board to make your platform work? How will you monetize? Who are your most important customers? (These are likely both the primary payer and the linchpin.) Is your business model in balance? Does each party receive enough value to attract its participation? Does each party contribute enough value to justify its inclusion?
· Chart Setup: Fill out a chart with seven questions (distinct customer types, value received/provided, value to/from platform, attraction, profiles like linchpin, payer, primary payer, sweetener).
· Map Drawing: 5 steps (names, shapes, attraction, value received, value provided).
· Shapes and Arrows: Circle for platform, diamonds for payers, squares for sweeteners, spikes for attraction, arrows for value exchange (bold for monetary, parentheses for platform value).
· Competitive Value Train: It helps analyze competition and leverage between a firm and its business partners, direct rivals, and asymmetric competitors in a supply chain, and their potential substitutes, by mapping how a particular product or service reaches a particular group of customers
.
· Step 1: Start with a horizontal train jumping over its current partners or firms leading to a final consumer on the right (originator, producer, distributor).
· Step 2: Add competitors (symmetric below each car, asymmetric above).
· Two Rules of Power: Principle 1: Power to the unique value creator. Principle 2: Power to the ends.
· Uses: Clarify key dynamics, predict moves, analyze disintermediation/shifts.
Mini Case: RideShare Co. – Expanding a Ride-Hailing Platform
RideShare Co. is a ride-hailing platform connecting drivers and riders, but faces competition from taxis and new entrants. They want to analyze their platform model and competitive position to grow.
Solution Using Tools:
· Platform Business Model Map:
Chart Setup: Distinct types – Riders (payers), Drivers (sweeteners). Value received – Riders get rides (monetary to drivers); Drivers get fares (monetary from riders). Attraction – Riders attract drivers (2 spikes); Drivers attract riders (2 spikes). Profiles – Riders as primary payer; Drivers as sweetener
.
· Map Drawing: Platform center (circle). Riders right (diamond). Drivers left (square). Spikes and arrows show balanced exchange.
· Analysis: Model is balanced; add advertisers for promotions to boost indirect effects.
· Competitive Value Train
:
· Step 1: Train – Originator (app developers), Producer (RideShare), Distributor (drivers to riders).
· Step 2: Symmetric competitors below (other ride-hailers); Asymmetric above (taxis, public transit).
· Analysis: Power at ends (drivers/riders); predict disintermediation by taxis; shift to unique features like eco-rides.
Chapter 4: Turn Data Into Assets
This chapter discusses data as an intangible asset, gathering diverse data types, predictive use, innovation, behavioral focus, and combining silos. It covers big data trends (unstructured data, capabilities, cloud) and myths. Sources include customer exchanges, partners, public data, and purchases.
Tool: Data Value Generator
Step 1: Define area of impact (specific business unit, division, or new venture). Step 2: Value Template Selection (Insights, Targeting, Personalization, Context). Step 3: Concept Generation – Ideate specific ways that data could deliver more value to your customers and your business. Step 4: Data Audit – Assemble the required data for the selected strategy (survey existing data, identify gaps, ways to fill them). Step 5: Execution plan – Put the strategy to use in the work of your organization (technical issues, business processes, testing, sharing learning).
Mini Case: RetailChain – Improving Customer Insights
RetailChain has sales data but struggles with personalization. They want to use data for better targeting and insights to boost sales.
Solution Using Data Value Generator:
· Step 1: Define Area of Impact: Focus on online sales division for personalization.
· Step 2: Value Template Selection: Targeting and Personalization.
· Step 3: Concept Generation: Use purchase history for product recommendations; send personalized e-mails.
· Step 4: Data Audit: Existing – Transaction logs. Gaps – Behavioral data (e.g., browsing). Fill via partnerships with analytics firms.
· Step 5: Execution Plan: Integrate via cloud tools; test A/B e-mails; measure conversion rates.
Chapter 5: Innovate by Rapid Experimentation
This chapter covers innovation shifts from intuition to learning via experimentation. It explains convergent (for optimization) and divergent (for exploration) experiments, seven principles, and scaling paths.
Tools: Convergent Experimental Method and Divergent Experimental Method
· Convergent Experimental Method: This experimental method is particularly useful for innovating on existing products, services, and processes; for optimizing and continually improving them; and for comparing versions in the later stages of an innovation process.
· Step 1: Define the question you are seeking to answer (causal, specific).
· Step 2: Select who will conduct the experiment.
· Step 3: Randomize Your Test and Control (population, assign groups).
· Step 4: Validate Your Sample (statistically valid size).
· Step 5: Test and Analyze (run test, measure differences).
· Step 6: Decide (based on findings).
· Step 7: Share Learning.
· Divergent Experimental Method: This method is particularly useful for innovations that are less defined from the outset, such as new products, services, and business processes for your organization.
· Step 1: Define the problem (rooted in customer need, quantified goal, limits).
· Step 2: Set Limits (time, money, scope).
· Step 3: Pick Your People (small team, diversity).
· Step 4: Observe (deepen understanding, broaden ideas).
· Step 5: Generate More than One Solution.
· Step 6: Build an MVP (minimum viable prototype).
· Step 7: Field Test (validate assumptions).
· Step 8: Decide (proceed, pivot, prepare to launch, pull plug).
· Step 9: Scale Up (translate to full release).
· Step 10: Share Learning.
Mini Case: FoodApp – Testing New Features
FoodApp delivers meals but wants to innovate with a subscription model. They need to experiment to validate ideas.
Solution Using Tools:
· Convergent Experimental Method:
· Step 1: Question – Does a discounted subscription increase orders by 20%?
· Step 2: Conduct by marketing team.
· Step 3: Randomize 1,000 users into test (subscription offer) and control group
.
· Step 4: Sample size valid (n=500 each).
· Step 5: Test; analyze order increases.
· Step 6: If positive, launch.
· Step 7: Share results internally.
· Divergent Experimental Method:
· Step 1: Problem – Improve meal customization for health-focused users.
· Step 2: Limits – 3 months, $50K.
· Step 3: Small diverse team.
· Step 4: Observe user feedback.
· Step 5: Generate ideas (e.g., nutrition tracking).
· Step 6: Build MVP app feature.
· Step 7: Field test with 100 users.
· Step 8: Proceed if validated.
· Step 9: Scale to full app.
· Step 10: Share learnings.
Chapter 6: Adapt Your Value Proposition
This chapter discusses adapting value propositions as customer needs change. It covers concepts of market value, routes out of decline, and the roadmap tool.
Tool: Value Proposition Roadmap
1. Define key customer types based on the value received
. 2. Define the value received by each customer, by considering the types of jobs they want to get done and the specific value elements (or valued benefits) that they get from your business. Consolidate these into an overall value proposition for each customer group
. 3. Identify emerging threats (new tech/substitutes, changing customer needs, new competitors and substitutes) that could undermine your existing value
. 4. Assess the strength of each existing value element. Consider how each one could increase/decrease in value to the customer, and if overall it’s strong, challenged or disrupted
. 5. Identify new value elements that you could offer
. 6. Organize all the value elements into 4 columns: (i) core elements to build on, (ii) weakened elements to strengthen, (iii) disrupted elements to deprioritize, (iv) new elements to create. Then develop an overall new value propositions for each customer type.
Mini Case: BookStore Inc. – Evolving in the Digital Age
BookStore Inc. sells physical books but faces e-book competition. They need to adapt their value proposition.
Solution Using Value Proposition Roadmap:
· Step 1: Key types – Casual readers, Avid collectors.
· Step 2: Value – Casual: Convenience; Avid: Rarity/experience.
· Step 3: Threats – E-books, online retailers.
· Step 4: Assess – Core: Community events (strong); Weakened: Physical selection (challenged).
· Step 5: New elements – Digital subscriptions.
· Step 6: Organize – Build on community; Strengthen selection via partnerships; Deprioritize outdated inventory; Create digital access. New propositions: "Hybrid reading experience" for both.
Chapter 7: Mastering Disruptive Business Models
This chapter covers disruption theories, variables, and tools for assessment and response
.
Tools: Disruptive Business Model Map and Disruptive Response Planner
· Disruptive Business Model Map: A strategy-mapping tool to help you assess if a new challenger is potentially disruptive
.
· Step 1: Define the challenger (key offerings, unique aspects).
· Step 2: Define the incumbent(s).
· Step 3: Define the target customer(s) of the challenger
.
· Step 4: Assess the value proposition differential (value offered by challenger vs. incumbent, differences).
· Step 5: Assess the value network differential (enabling elements, differences, barriers).
· Step 6: 2-part Test (huge value proposition differential? Huge value network differential creating barrier?).
· Disruptive Response Planner: To map out your options to a potential disrupter.
· Step 1: Identify how the disrupter is likely to enter the market (outside-in or inside-out).
· Step 2: Disruptive scope (use cases, customer segments, network effects).
· Step 3: Other incumbents (industries affected, responses).
· Step 4: Six Incumbent Responses to Disruption (becoming the disrupter, mitigate losses, plan for fast exit).
Mini Case: TaxiCo – Responding to Ride-Hailing Disruption
TaxiCo faces disruption from a new ride-hailing app. They need to assess and plan a response.
Solution Using Tools:
· Disruptive Business Model Map:
· Step 1: Challenger – Ride-hailing app (on-demand, cheaper rides).
· Step 2: Incumbent – TaxiCo.
· Step 3: Target customers – Urban commuters.
· Step 4: Differential – Challenger offers convenience vs. TaxiCo's hail-based service.
· Step 5: Network – Challenger uses apps/drivers; barrier for TaxiCo to replicate.
· Step 6: Test – Huge differentials; disruptive threat.
· Disruptive Response Planner:
· Step 1: Inside-out entry (targeting TaxiCo's customers).
· Step 2: Scope – High for urban users; network effects amplify.
· Step 3: Other incumbents – Public transit affected.
· Step 4: Response – Become the disrupter by launching own app; mitigate losses by targeting loyal customers.
**UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf**
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**## Digitaltranformationtools.docx**
Chapter 1: The Five Domains of Digital Transformation: Customers, Competition, Data, Innovation, Value
This chapter introduces the five domains of digital transformation: customers, competition, data, innovation, and value. It explains how digital technologies are changing strategic assumptions in each domain, from mass-market customers to networked ones, from linear competition to fluid industries, from data as a cost to an asset, from intuition-based innovation to rapid experimentation, and from static value propositions to evolving ones. The chapter presents the digital transformation playbook as a framework for rethinking business strategy.
No tools in this chapter.
Mini Case: GlobalTech Corp. – Adapting to Digital Shifts
GlobalTech Corp. is a traditional electronics manufacturer facing declining sales due to digital disruptions. Their products are outdated, competition is fierce from online platforms, and customer behaviors have shifted to digital networks. The CEO needs a holistic strategy to transform the business across all domains.
Solution Using Chapter 1 Framework:
Apply the five domains to rethink strategy
:
· Customers: Shift from mass-market to networked customers by building engagement platforms
· Competition: Move from linear to fluid competition by exploring platform models
· Data: Treat data as an asset for insights and personalization
· Innovation: Adopt rapid experimentation for new products
· Value: Evolve value propositions to meet changing needs.
· Overall recommendation: Conduct a self-assessment (from the book's conclusion) to prioritize domains. Implement changes incrementally, starting with customer networks to drive growth
Chapter 2: Harness Customer Networks
This chapter explores how customers have shifted from passive mass-market actors to dynamic networks. It covers the customer network paradigm, the marketing funnel and path to purchase, and five core behaviors (access, engage, customize, connect, collaborate). Businesses must rethink relationships to co-create value.
Tool: Customer Network Strategy Generator
It is designed to help you develop new strategic ideas for engaging and creating value with networked customers. It does this by linking your own business objectives to the core behaviors of customer networks that we have examined in this chapter. It can be used to generate new marketing communications and customer experiences as well as new product and service innovations
.
· 5 Steps:
Step 1: Objective Setting – Define the objectives you hope to achieve for your business with any new customer strategy you develop (direct objectives and higher-order objectives).
· Step 2: Customer Selection and Focusing – Get a clear picture of customers that you are seeking to address – qualify each customer segment (unique objectives, value propositions, barriers to success).
Step 3: Strategy Selection – Derive strategies from the 5 core customer network behaviors (access, engage, customize, connect, collaborate).
· Step 4: Concept Generation – A specific, concrete idea for a product, service, communication, experience, or interaction (questions for each strategy).
· Step 5: Defining Impact – Bring each of your ideas back to the business objectives you set for yourself in step 1 (how to know if objectives are achieved, measurement).
Mini Case: FitLife App – Boosting User Engagement
FitLife is a fitness tracking app with 10,000 users but low retention (only 20% active monthly). Users are not networked; they use the app individually. The company wants to increase engagement and loyalty through customer networks.
Solution Using Customer Network Strategy Generator:
Step 1: Objective Setting: Direct objectives – Increase monthly active users by 40% and retention by 30%. Higher-order objectives – Build a community for data sharing and partnerships.
Step 2: Customer Selection and Focusing: Target casual users (unique objective: motivation; value proposition: easy tracking; barriers: lack of social features). Target fitness enthusiasts (unique objective: competition; value proposition: challenges; barriers: isolation).
· Step 3: Strategy Selection: Access (easier app use), Engage (motivational content), Connect (social sharing).
Step 4: Concept Generation: Access – Add voice commands for hands-free logging. Engage – Weekly video tips from trainers. Connect – Leaderboards and friend challenges.
· Step 5: Defining Impact: Measure user growth and retention via app analytics; if engagement rises, objectives met through advocacy.
Chapter 3: Build Platforms, Not Just Products
This chapter examines the rise of platform business models, where businesses facilitate interactions between distinct customer types. It covers types of platforms (exchanges, transaction systems, ad-supported media, standards), network effects, the platform spectrum, and competitive benefits. Digital technologies enable frictionless growth.
Tools: Platform Business Model Map and Competitive Value Train
· Platform Business Model Map: The Model Map to answer these important questions: Whom do you need to bring on board to make your platform work? How will you monetize? Who are your most important customers? (These are likely both the primary payer and the linchpin.) Is your business model in balance? Does each party receive enough value to attract its participation? Does each party contribute enough value to justify its inclusion?
· Chart Setup: Fill out a chart with seven questions (distinct customer types, value received/provided, value to/from platform, attraction, profiles like linchpin, payer, primary payer, sweetener).
· Map Drawing: 5 steps (names, shapes, attraction, value received, value provided).
· Shapes and Arrows: Circle for platform, diamonds for payers, squares for sweeteners, spikes for attraction, arrows for value exchange (bold for monetary, parentheses for platform value).
· Competitive Value Train: It helps analyze competition and leverage between a firm and its business partners, direct rivals, and asymmetric competitors in a supply chain, and their potential substitutes, by mapping how a particular product or service reaches a particular group of customers
.
· Step 1: Start with a horizontal train jumping over its current partners or firms leading to a final consumer on the right (originator, producer, distributor).
· Step 2: Add competitors (symmetric below each car, asymmetric above).
· Two Rules of Power: Principle 1: Power to the unique value creator. Principle 2: Power to the ends.
· Uses: Clarify key dynamics, predict moves, analyze disintermediation/shifts.
Mini Case: RideShare Co. – Expanding a Ride-Hailing Platform
RideShare Co. is a ride-hailing platform connecting drivers and riders, but faces competition from taxis and new entrants. They want to analyze their platform model and competitive position to grow.
Solution Using Tools:
· Platform Business Model Map:
Chart Setup: Distinct types – Riders (payers), Drivers (sweeteners). Value received – Riders get rides (monetary to drivers); Drivers get fares (monetary from riders). Attraction – Riders attract drivers (2 spikes); Drivers attract riders (2 spikes). Profiles – Riders as primary payer; Drivers as sweetener
.
· Map Drawing: Platform center (circle). Riders right (diamond). Drivers left (square). Spikes and arrows show balanced exchange.
· Analysis: Model is balanced; add advertisers for promotions to boost indirect effects.
· Competitive Value Train
:
· Step 1: Train – Originator (app developers), Producer (RideShare), Distributor (drivers to riders).
· Step 2: Symmetric competitors below (other ride-hailers); Asymmetric above (taxis, public transit).
· Analysis: Power at ends (drivers/riders); predict disintermediation by taxis; shift to unique features like eco-rides.
Chapter 4: Turn Data Into Assets
This chapter discusses data as an intangible asset, gathering diverse data types, predictive use, innovation, behavioral focus, and combining silos. It covers big data trends (unstructured data, capabilities, cloud) and myths. Sources include customer exchanges, partners, public data, and purchases.
Tool: Data Value Generator
Step 1: Define area of impact (specific business unit, division, or new venture). Step 2: Value Template Selection (Insights, Targeting, Personalization, Context). Step 3: Concept Generation – Ideate specific ways that data could deliver more value to your customers and your business. Step 4: Data Audit – Assemble the required data for the selected strategy (survey existing data, identify gaps, ways to fill them). Step 5: Execution plan – Put the strategy to use in the work of your organization (technical issues, business processes, testing, sharing learning).
Mini Case: RetailChain – Improving Customer Insights
RetailChain has sales data but struggles with personalization. They want to use data for better targeting and insights to boost sales.
Solution Using Data Value Generator:
· Step 1: Define Area of Impact: Focus on online sales division for personalization.
· Step 2: Value Template Selection: Targeting and Personalization.
· Step 3: Concept Generation: Use purchase history for product recommendations; send personalized e-mails.
· Step 4: Data Audit: Existing – Transaction logs. Gaps – Behavioral data (e.g., browsing). Fill via partnerships with analytics firms.
· Step 5: Execution Plan: Integrate via cloud tools; test A/B e-mails; measure conversion rates.
Chapter 5: Innovate by Rapid Experimentation
This chapter covers innovation shifts from intuition to learning via experimentation. It explains convergent (for optimization) and divergent (for exploration) experiments, seven principles, and scaling paths.
Tools: Convergent Experimental Method and Divergent Experimental Method
· Convergent Experimental Method: This experimental method is particularly useful for innovating on existing products, services, and processes; for optimizing and continually improving them; and for comparing versions in the later stages of an innovation process.
· Step 1: Define the question you are seeking to answer (causal, specific).
· Step 2: Select who will conduct the experiment.
· Step 3: Randomize Your Test and Control (population, assign groups).
· Step 4: Validate Your Sample (statistically valid size).
· Step 5: Test and Analyze (run test, measure differences).
· Step 6: Decide (based on findings).
· Step 7: Share Learning.
· Divergent Experimental Method: This method is particularly useful for innovations that are less defined from the outset, such as new products, services, and business processes for your organization.
· Step 1: Define the problem (rooted in customer need, quantified goal, limits).
· Step 2: Set Limits (time, money, scope).
· Step 3: Pick Your People (small team, diversity).
· Step 4: Observe (deepen understanding, broaden ideas).
· Step 5: Generate More than One Solution.
· Step 6: Build an MVP (minimum viable prototype).
· Step 7: Field Test (validate assumptions).
· Step 8: Decide (proceed, pivot, prepare to launch, pull plug).
· Step 9: Scale Up (translate to full release).
· Step 10: Share Learning.
Mini Case: FoodApp – Testing New Features
FoodApp delivers meals but wants to innovate with a subscription model. They need to experiment to validate ideas.
Solution Using Tools:
· Convergent Experimental Method:
· Step 1: Question – Does a discounted subscription increase orders by 20%?
· Step 2: Conduct by marketing team.
· Step 3: Randomize 1,000 users into test (subscription offer) and control group
.
· Step 4: Sample size valid (n=500 each).
· Step 5: Test; analyze order increases.
· Step 6: If positive, launch.
· Step 7: Share results internally.
· Divergent Experimental Method:
· Step 1: Problem – Improve meal customization for health-focused users.
· Step 2: Limits – 3 months, $50K.
· Step 3: Small diverse team.
· Step 4: Observe user feedback.
· Step 5: Generate ideas (e.g., nutrition tracking).
· Step 6: Build MVP app feature.
· Step 7: Field test with 100 users.
· Step 8: Proceed if validated.
· Step 9: Scale to full app.
· Step 10: Share learnings.
Chapter 6: Adapt Your Value Proposition
This chapter discusses adapting value propositions as customer needs change. It covers concepts of market value, routes out of decline, and the roadmap tool.
Tool: Value Proposition Roadmap
1. Define key customer types based on the value received
. 2. Define the value received by each customer, by considering the types of jobs they want to get done and the specific value elements (or valued benefits) that they get from your business. Consolidate these into an overall value proposition for each customer group
. 3. Identify emerging threats (new tech/substitutes, changing customer needs, new competitors and substitutes) that could undermine your existing value
. 4. Assess the strength of each existing value element. Consider how each one could increase/decrease in value to the customer, and if overall it’s strong, challenged or disrupted
. 5. Identify new value elements that you could offer
. 6. Organize all the value elements into 4 columns: (i) core elements to build on, (ii) weakened elements to strengthen, (iii) disrupted elements to deprioritize, (iv) new elements to create. Then develop an overall new value propositions for each customer type.
Mini Case: BookStore Inc. – Evolving in the Digital Age
BookStore Inc. sells physical books but faces e-book competition. They need to adapt their value proposition.
Solution Using Value Proposition Roadmap:
· Step 1: Key types – Casual readers, Avid collectors.
· Step 2: Value – Casual: Convenience; Avid: Rarity/experience.
· Step 3: Threats – E-books, online retailers.
· Step 4: Assess – Core: Community events (strong); Weakened: Physical selection (challenged).
· Step 5: New elements – Digital subscriptions.
· Step 6: Organize – Build on community; Strengthen selection via partnerships; Deprioritize outdated inventory; Create digital access. New propositions: "Hybrid reading experience" for both.
Chapter 7: Mastering Disruptive Business Models
This chapter covers disruption theories, variables, and tools for assessment and response
.
Tools: Disruptive Business Model Map and Disruptive Response Planner
· Disruptive Business Model Map: A strategy-mapping tool to help you assess if a new challenger is potentially disruptive
.
· Step 1: Define the challenger (key offerings, unique aspects).
· Step 2: Define the incumbent(s).
· Step 3: Define the target customer(s) of the challenger
.
· Step 4: Assess the value proposition differential (value offered by challenger vs. incumbent, differences).
· Step 5: Assess the value network differential (enabling elements, differences, barriers).
· Step 6: 2-part Test (huge value proposition differential? Huge value network differential creating barrier?).
· Disruptive Response Planner: To map out your options to a potential disrupter.
· Step 1: Identify how the disrupter is likely to enter the market (outside-in or inside-out).
· Step 2: Disruptive scope (use cases, customer segments, network effects).
· Step 3: Other incumbents (industries affected, responses).
· Step 4: Six Incumbent Responses to Disruption (becoming the disrupter, mitigate losses, plan for fast exit).
Mini Case: TaxiCo – Responding to Ride-Hailing Disruption
TaxiCo faces disruption from a new ride-hailing app. They need to assess and plan a response.
Solution Using Tools:
· Disruptive Business Model Map:
· Step 1: Challenger – Ride-hailing app (on-demand, cheaper rides).
· Step 2: Incumbent – TaxiCo.
· Step 3: Target customers – Urban commuters.
· Step 4: Differential – Challenger offers convenience vs. TaxiCo's hail-based service.
· Step 5: Network – Challenger uses apps/drivers; barrier for TaxiCo to replicate.
· Step 6: Test – Huge differentials; disruptive threat.
· Disruptive Response Planner:
· Step 1: Inside-out entry (targeting TaxiCo's customers).
· Step 2: Scope – High for urban users; network effects amplify.
· Step 3: Other incumbents – Public transit affected.
· Step 4: Response – Become the disrupter by launching own app; mitigate losses by targeting loyal customers.
**UM-MSM-Kuwait-MM4-DTB-CaseStudyForFinalExam-Nov2025.pdf**
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– ## 4es.docx – ## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx **## 4es.docx** INSTRUCTIONS BELOW- 1. Review the directions for completing each column of the [Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031?wrap=1) …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## 4es.docx
– ## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx
**## 4es.docx**
INSTRUCTIONS BELOW-
1. Review the directions for completing each column of the
[Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031?wrap=1) [Download Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fa13d5883-dfee-4895-a28a-377df3e7d0e2%2FAppendix_G_Individual_Evidence_Summary_Tool_2022.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NjM5MDQyMDcsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2ExM2Q1ODgzLWRmZWUtNDg5NS1hMjhhLTM3N2RmM2U3ZDBlMi9BcHBlbmRpeF9HX0luZGl2aWR1YWxfRXZpZGVuY2VfU3VtbWFyeV9Ub29sXzIwMjIuZG9jeCIsImhvc3QiOm51bGwsImp0aSI6Ijc1YTliMTE3LWJlNzUtNDUyNS1hNTNjLTc4YWViNTI4YTFlZCIsImV4cCI6MTc2Mzk5MDYwN30.L8wvoxlAC7-45lCR2rWyV020B7aWEUi47Oo7ya9LFNoZuiUtaRWTak6uakfmWrEMdMd6J_N0wFkWM36-NUXoGw)(located in the Week 2 lesson).
2. Use the two quantitative research studies previous weeks that are already on your expanding Johns Hopkins Individual Evidence Summary Tool. Add the quantitative research study appraised in a few weeks ago of this course to your Johns Hopkins Individual Evidence Summary Tool. All articles must be recent research articles less than 5 years old, and be related to your selected National Practice Problem. Two of the quantitative research studies support your introduction and analysis of the selected practice problem. The quantitative study appraised used has tested the evidence-based intervention.
a. If any of your quantitative research studies do not meet these requirements, you need to find replacement quantitative research studies and update the Johns Hopkins Evidence Summary Tool after you appraise, level the evidence, and grade the quality of the replacement study or studies.
3. Locate three non-research evidence sources to support the introduction and analysis of the practice problem.
4. Use a synthesis style of writing in every section (1, 2, 3, & 4) of the paper when incorporating research evidence and non-research evidence.
5. Use the most current version of Microsoft Word, You can tell the document is saved as the current version because it will end in "docx."
The assignment includes the following components:
1. Introduction (1-2 paragraphs, cited)
a. Use the title of your paper for the header above the introduction section.
b. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
c. Write a one-sentence purpose statement.
d. Introduce the practice problem.
e. Introduce an evidence-based intervention using research evidence to support the intervention.
2. Analysis of the Practice Problem (1-2 paragraphs, cited)
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Present the following at the national and local levels:
i. Significance
ii. Prevalence
iii. Mortality
iv. Economic ramifications of the practice problem
3. Evidence Synthesis (minimum of 3 quantitative research articles; 2-3 paragraphs)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Identify the main themes and salient points that emerge from a synthesis of research evidence (cited).
c. Compare and contrast the main points from a synthesis of research evidence (cited).
d. Present an objective overarching synthesis of the research intervention (cited).
e. This synthesis must be a summary of the merged themes and findings of the two articles and cannot be a review of each article separately.
4. Conclusion (1 paragraph, cited)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Write one concise paragraph providing a clear and logical summation of the paper.
5. References
a. Include a list of all references in APA format.
6. Johns Hopkins Individual Evidence Summary Tool Requirements:
a. Includes the completed Johns Hopkins Individual Evidence Summary Tool with the assignment. Do not embed the document in the paper.
b. Includes a minimum of two quantitative research studies and one quantitative randomized control trial/quasi-experimental study.
c. Complete all columns entirely and identify the quality and the levels of evidence accurately.
Writing Requirements (APA format)
· Length: 4-6 pages (not including title page, reference page, or appendix)
· 1-inch margins
· Double-spaced pages
· 12-point Times New Roman or 11-point Arial font
· Level 1 Headings
· In-text citations
· Title page
· Reference page
· Standard English usage and mechanics
**## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
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| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
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| | | | | | | | | | | |
**Directions for use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, Lessons from Practice, for examples of completed tools.**
**Reviewer name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, date, and title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, size, and setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings that help answer the EBP question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.
**Evidence level and quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
**## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
**Directions for use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, Lessons from Practice, for examples of completed tools.**
**Reviewer name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, date, and title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, size, and setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings that help answer the EBP question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.
**Evidence level and quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
**## 4es.docx**
INSTRUCTIONS BELOW-
1. Review the directions for completing each column of the
[Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031?wrap=1) [Download Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fa13d5883-dfee-4895-a28a-377df3e7d0e2%2FAppendix_G_Individual_Evidence_Summary_Tool_2022.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NjM5MDQyMDcsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2ExM2Q1ODgzLWRmZWUtNDg5NS1hMjhhLTM3N2RmM2U3ZDBlMi9BcHBlbmRpeF9HX0luZGl2aWR1YWxfRXZpZGVuY2VfU3VtbWFyeV9Ub29sXzIwMjIuZG9jeCIsImhvc3QiOm51bGwsImp0aSI6Ijc1YTliMTE3LWJlNzUtNDUyNS1hNTNjLTc4YWViNTI4YTFlZCIsImV4cCI6MTc2Mzk5MDYwN30.L8wvoxlAC7-45lCR2rWyV020B7aWEUi47Oo7ya9LFNoZuiUtaRWTak6uakfmWrEMdMd6J_N0wFkWM36-NUXoGw)(located in the Week 2 lesson).
2. Use the two quantitative research studies previous weeks that are already on your expanding Johns Hopkins Individual Evidence Summary Tool. Add the quantitative research study appraised in a few weeks ago of this course to your Johns Hopkins Individual Evidence Summary Tool. All articles must be recent research articles less than 5 years old, and be related to your selected National Practice Problem. Two of the quantitative research studies support your introduction and analysis of the selected practice problem. The quantitative study appraised used has tested the evidence-based intervention.
a. If any of your quantitative research studies do not meet these requirements, you need to find replacement quantitative research studies and update the Johns Hopkins Evidence Summary Tool after you appraise, level the evidence, and grade the quality of the replacement study or studies.
3. Locate three non-research evidence sources to support the introduction and analysis of the practice problem.
4. Use a synthesis style of writing in every section (1, 2, 3, & 4) of the paper when incorporating research evidence and non-research evidence.
5. Use the most current version of Microsoft Word, You can tell the document is saved as the current version because it will end in "docx."
The assignment includes the following components:
1. Introduction (1-2 paragraphs, cited)
a. Use the title of your paper for the header above the introduction section.
b. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
c. Write a one-sentence purpose statement.
d. Introduce the practice problem.
e. Introduce an evidence-based intervention using research evidence to support the intervention.
2. Analysis of the Practice Problem (1-2 paragraphs, cited)
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Present the following at the national and local levels:
i. Significance
ii. Prevalence
iii. Mortality
iv. Economic ramifications of the practice problem
3. Evidence Synthesis (minimum of 3 quantitative research articles; 2-3 paragraphs)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Identify the main themes and salient points that emerge from a synthesis of research evidence (cited).
c. Compare and contrast the main points from a synthesis of research evidence (cited).
d. Present an objective overarching synthesis of the research intervention (cited).
e. This synthesis must be a summary of the merged themes and findings of the two articles and cannot be a review of each article separately.
4. Conclusion (1 paragraph, cited)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Write one concise paragraph providing a clear and logical summation of the paper.
5. References
a. Include a list of all references in APA format.
6. Johns Hopkins Individual Evidence Summary Tool Requirements:
a. Includes the completed Johns Hopkins Individual Evidence Summary Tool with the assignment. Do not embed the document in the paper.
b. Includes a minimum of two quantitative research studies and one quantitative randomized control trial/quasi-experimental study.
c. Complete all columns entirely and identify the quality and the levels of evidence accurately.
Writing Requirements (APA format)
· Length: 4-6 pages (not including title page, reference page, or appendix)
· 1-inch margins
· Double-spaced pages
· 12-point Times New Roman or 11-point Arial font
· Level 1 Headings
· In-text citations
· Title page
· Reference page
· Standard English usage and mechanics
**## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
**Directions for use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, Lessons from Practice, for examples of completed tools.**
**Reviewer name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, date, and title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, size, and setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings that help answer the EBP question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.
**Evidence level and quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
**## 4es.docx**
INSTRUCTIONS BELOW-
1. Review the directions for completing each column of the
[Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031?wrap=1) [Download Johns Hopkins Individual Evidence Summary Tool](https://chamberlain.instructure.com/courses/186485/files/37982031/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fa13d5883-dfee-4895-a28a-377df3e7d0e2%2FAppendix_G_Individual_Evidence_Summary_Tool_2022.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NjM5MDQyMDcsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2ExM2Q1ODgzLWRmZWUtNDg5NS1hMjhhLTM3N2RmM2U3ZDBlMi9BcHBlbmRpeF9HX0luZGl2aWR1YWxfRXZpZGVuY2VfU3VtbWFyeV9Ub29sXzIwMjIuZG9jeCIsImhvc3QiOm51bGwsImp0aSI6Ijc1YTliMTE3LWJlNzUtNDUyNS1hNTNjLTc4YWViNTI4YTFlZCIsImV4cCI6MTc2Mzk5MDYwN30.L8wvoxlAC7-45lCR2rWyV020B7aWEUi47Oo7ya9LFNoZuiUtaRWTak6uakfmWrEMdMd6J_N0wFkWM36-NUXoGw)(located in the Week 2 lesson).
2. Use the two quantitative research studies previous weeks that are already on your expanding Johns Hopkins Individual Evidence Summary Tool. Add the quantitative research study appraised in a few weeks ago of this course to your Johns Hopkins Individual Evidence Summary Tool. All articles must be recent research articles less than 5 years old, and be related to your selected National Practice Problem. Two of the quantitative research studies support your introduction and analysis of the selected practice problem. The quantitative study appraised used has tested the evidence-based intervention.
a. If any of your quantitative research studies do not meet these requirements, you need to find replacement quantitative research studies and update the Johns Hopkins Evidence Summary Tool after you appraise, level the evidence, and grade the quality of the replacement study or studies.
3. Locate three non-research evidence sources to support the introduction and analysis of the practice problem.
4. Use a synthesis style of writing in every section (1, 2, 3, & 4) of the paper when incorporating research evidence and non-research evidence.
5. Use the most current version of Microsoft Word, You can tell the document is saved as the current version because it will end in "docx."
The assignment includes the following components:
1. Introduction (1-2 paragraphs, cited)
a. Use the title of your paper for the header above the introduction section.
b. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
c. Write a one-sentence purpose statement.
d. Introduce the practice problem.
e. Introduce an evidence-based intervention using research evidence to support the intervention.
2. Analysis of the Practice Problem (1-2 paragraphs, cited)
a. Use a synthesis of research evidence and non-research evidence when writing this section of the paper.
b. Present the following at the national and local levels:
i. Significance
ii. Prevalence
iii. Mortality
iv. Economic ramifications of the practice problem
3. Evidence Synthesis (minimum of 3 quantitative research articles; 2-3 paragraphs)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Identify the main themes and salient points that emerge from a synthesis of research evidence (cited).
c. Compare and contrast the main points from a synthesis of research evidence (cited).
d. Present an objective overarching synthesis of the research intervention (cited).
e. This synthesis must be a summary of the merged themes and findings of the two articles and cannot be a review of each article separately.
4. Conclusion (1 paragraph, cited)
a. Use a synthesis of research evidence when writing this section of the paper.
b. Write one concise paragraph providing a clear and logical summation of the paper.
5. References
a. Include a list of all references in APA format.
6. Johns Hopkins Individual Evidence Summary Tool Requirements:
a. Includes the completed Johns Hopkins Individual Evidence Summary Tool with the assignment. Do not embed the document in the paper.
b. Includes a minimum of two quantitative research studies and one quantitative randomized control trial/quasi-experimental study.
c. Complete all columns entirely and identify the quality and the levels of evidence accurately.
Writing Requirements (APA format)
· Length: 4-6 pages (not including title page, reference page, or appendix)
· 1-inch margins
· Double-spaced pages
· 12-point Times New Roman or 11-point Arial font
· Level 1 Headings
· In-text citations
· Title page
· Reference page
· Standard English usage and mechanics
**## ESAppendix_G_Individual_Evidence_Summary_Tool_2022.docx**
Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals
Individual Evidence Summary Tool
Appendix G
Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool (Appendix G)
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
**Directions for use of the Individual Evidence Summary Tool**
**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.
**See Chapter 11, Lessons from Practice, for examples of completed tools.**
**Reviewer name(s):**
Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.
**Article number:**
Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.
**Author, date, and title:**
Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.
**Type of evidence:**
Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.
**Population, size, and setting:**
For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.
**Intervention:**
Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.
**Findings that help answer the EBP question:**
List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.
**Measures used**:
These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.
**Limitations:**
Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.
**Evidence level and quality:**
Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.
**Notes to team:**
The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**
© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**
## image1.jpeg
– 1
– 2