CASE: CHARTING A COURSE FOR CONFLICT RESOLUTION—“IT’S A POLICY”Read the case below from Chapter 10 in your textbook:BackgroundThe setting is an 82-bed hospital located in a small city. One day an employee of the maintenance department asked the supervisor, George Mann, for an hour or two off to take care of some personal business. Mann agreed, and he asked the employee to stop at the garden equipment dealership and buy several small lawnmower parts that the department required. While transacting business at a local bank, the employee was seen by Sally Carter, the supervisor of both human resources and payroll, who was in the bank on hospital business. Carter asked the employee what he was doing there and was told the visit was personal. On returning to the hospital, Sally Carter examined the employee’s time card. The employee had not punched out to indicate when he had left the hospital. Carter noted the time the employee returned, and after the normal working day she marked the card to indicate an absence of 2 hours on personal business. Carter advised the chief executive officer (CEO), Jane Arnold, of what she had done, citing a long-standing policy (in their dusty, and some would say infrequently used, policy manual) requiring an employee to punch out when leaving the premises on personal business. The CEO agreed with Sally Carter’s action. Carter advised Mann of the action and stated that the employee would not be paid for the 2 hours he was gone. Mann was angry. He said he had told the employee not to punch out because he had asked him to pick up some parts on his trip; however, he conceded that the employee’s personal business was probably the greater part of the trip. Carter replied that Mann had no business doing what he had done and that it was his—Mann’s—poor management that had caused the employee to suffer. Mann appealed to the CEO to reopen the matter based on his claim that there was an important side to the story that she had not yet heard. Jane Arnold agreed to hear both managers state their position.Present a 12 – 15 slide PowerPoint answering the case study questions. The number of slides exclude the title and reference pages. Substantial Speaker Notes are required throughout the entire presentation.  Below you will find articles with more info on speaker notes.Develop the argument you would be advancing if you were in George Mann’s position.In similar fashion, thoroughly develop the argument you would advance if you were in Sally Carter’s position.Assuming the position of the CEO, Jane Arnold, render a decision. (Document your decision in whatever detail may be necessary, complete with explanation of why you decided in this fashion)Based on your responses to Questions 1 to 3, outline whatever steps—policy changes, guidelines, payroll requirements, or something else—you believe should be considered to minimize the chances of similar conflict in the future.Reference your readings and include a minimum of 5 peer-reviewed, scholarly, or similar articles.Format your PowerPoint according to APA guidelines.

BEFORE ANSWERING THE QUESTIONS BELOW PLEASE READ THE ENTIRE CASE STUDI ATTACHED TO THIS POST. PLEASE USE APA STYLE REFERENCES NO LONGER THEN 5 YEARS OLD.DOMAIN: HISTORY 1a) Identify two (2) additional questions that were not asked in the case studI and should have been? 1b) Explain your rationale for asking these two additional questions. 1c) Describe what the two (2) additional questions might reveal about the patient’s health.DOMAIN: PHYSICAL EXAME For each system examin in this case; 2a) Explain the reason the provider examin each system. 2b) Describe how the exame findings would be abnormal based on the information in this case. If it is a wellness visit, based on the patient’s age, describe what exame findings could be abnormal. 2c) Describe the normal findings for each system. 2d) Identify the various diagnostic instruments you would need to use to examin this patient.DOMAIN: ASSESSMENT (Medical Diagnosis) Discuss the pathophysiology of the: 3a) Diagnosis and, 3b) Each Differential Diagnosis 3c) If it is a Wellness, type ‘Not Applicable’DOMAIN: LABORATORY & DIAGNOSTIC TESS Discuss the following: 4a) What labs should be ordered in the case? 4b) Discuss what lab results would be abnormal. 4c) Discuss what the abnormal lab values indicate. 4d) Discuss what diagnostic procedures you might want to order based on the medical diagnosis. 4e) If this is a wellness visit, discuss what the U.S. Preventive Taskforce recommends for patients in this age group.

Assignment (1- to 2-page case study analysis)

Week 04 Learning Activity – Fishbone Tool for Root Cause AnalysisObjectives:Using the cause-and-effect diagram, also known as an Ishikawa diagram or ‘Fishbone Tool for Root Cause Analysis – Cause and Effect Diagram’ helps examine and visualize the causes contributing to a certain effect.Instructions:Use the Fishbone Tool for Root Cause Analysis tool (PDF), follow the instructions to create a      document with an ‘effect’ you wish to accomplish. Then draw lines where you fill out five or six categories of causes for the ‘effect’ you want (Fishbone Tool in MS Word).It is possible you will have several of these documents for the several effects you want to accomplish for your QI Project.WatchCause & Effect Diagrams (5:15) In this presentation, Robert Lloyd, Director of Performance Improvement at IHI describes cause and effect or fishbone diagrams on “his trusty whiteboard”.Week 4: Required ReadingsNash, Joshi, Ransom, & Ransom: Chapters1,3, & 5.ASQ. (2020). Learn about quality. The 7 basic quality tools for process improvement. American Society for Quality.Brady, P. W., Tchou, M. T., Ambroggio, L., Schondelmeyer, A. C., & Shaughnessy, E. E. (2018,      June). Displaying      and Analyzing Quality Improvement Data. Journal of the Pediatric Infectious Diseases Society, 7(2), 100-103.IHI. (2021). Quality Improvement Essentials Toolkit. IHI Open School.IHI. (2021). Understand Variation in Data. IHI Open School.Content in weeks LessonIHI. (n.d.). Cause and Effect Diagram. IHI Open School. (Video)IHI. (n.d.). Control Charts (Part 1). IHI Open School. (Video)IHI. (n.d.). Control Charts (Part 2). IHI Open School. (Video)IHI. (n.d.). Flowcharts (Part 1). IHI Open School. (Video)IHI. (n.d.). Flowcharts (Part 2). IHI Open School. (Video)IHI. (n.d.). Pareto Analysis. IHI Open School. (Video)IHI. (n.d.). Run Charts (Part 1). IHI Open School. (Video)IHI. (n.d.). Run Charts (Part 2). IHI Open School. (Video)Reflective JournalSeparate groups: Group AThe Reflective Journal is a place to write short reflections that are posed during the course in Lessons and elsewhere. These are private between student and instructor and allow a non-formatted space for reflecting about your weekly learning and help you realize how you have changed based on the learning you have accomplished during the course.Please make sure to enter a “Heading” for each reflection that your are entering to keep them separate.Please be honest about your reflections as these should be your actual thoughts not regurgitation of textbook content.