Workbooks_with_Multiple_WorksheetsHomework_HandoutDesign_and_create

Homework Handout

Design and create a workbook to keep track of the payroll for hourly employees. Each worksheet will correspond to a different week. You have six employees. List them in a column. Each employee makes a different amount per hour. List the hourly pay for each employee in a new column. Now add a column for each of the seven days of the week. In these columns enter the number of hours worked by each employee each day that week. To the right add columns that give the total number of hours worked by each employee and the gross pay for each employee. The federal government asks you to deduct 20% of gross pay for federal income taxes. Your state or province asks you to deduct 5% of gross pay for state income taxes. Add columns for these. Social security deduction is 6.2% of gross pay. The deduction for medical insurance is $20 per week. Add columns for these. Each employee’s take home pay is the gross pay minus the deductions. Add a column for take home pay. Add a row to total all of the columns. Add appropriate cells with headings for the worksheet.

Now use the worksheet you just created for one week’s payroll to create a workbook for a month (four weeks). You should have an initial worksheet that gives a title and other information. There should be one worksheet for each week. Employees may work different hours from week to week. The final worksheet should be the totals for the four weeks. There should be six worksheets in all.

The only cells in which input is allowed are the employee names, hourly pay rate, and hours worked during each of the seven days. Data entry should not be allowed in any cell containing a formula or header information. Data entry should not be allowed in the totals worksheet. Lock/unlock the appropriate cells in each of the weekly payroll worksheets and the total worksheet. Protect each of the worksheets (do not use a password).

1. Which of the following is an educational component for developing future health care leaders? (Points : 6)

Technical skills Teamwork More graduates from Kaplan Lifelong learning

Question 2.2. Information technology (IT) contributes to the development of CQI in health care by: (Select all the apply) (Points : 6)

Improving the breadth and depth of data available for analysis Taking the human factor out of the equation Increasing the subjectivity of the information Increasing the timeliness of data acquisition

Question 3.3. The slow improvement rates in patient safety is a: (Points : 6)

Local issue Issue that only impacts for-profit hospitals An international problem Due to very little effort to improve

Question 4.4. Which of the following is not part of the six quality aims of the Institute of Medicine? (Points : 6)

Equity Effectiveness Efficiency Effort

Question 5.5. Over the past decade there has been a huge focus on education in health care systems, the problem is that education does not guarantee ___________ and improvement. (Points : 6)

Gap analysis Change Identification Clarification

Question 6.6. What are the classifications of Reason’s GEMS for error types? (Points : 6)

Rule-based mistakes, Knowledge-based mistakes, Adhering to norms, Skill based slips and lapses Skill based slips and lapses, Rule-based mistakes, Knowledge-based mistakes, Violation of norms Knowledge-based mistakes, Rule-based mistakes, Violation of norms, Poor education mistakes Rule-based mistakes, Knowledge-based mistakes, Skill based slips and lapses, Creating norms

Question 7.7. What are the universal factors of accidents? (Points : 6)

Implicit risk in all human interactions Fallible humans Systems with latent potential for failure All of the above

Question 8.8. Why is organizational learning significant in health care today? (Points : 6)

Creates a culture of fear of making mistakes Involves a collaborative approach Demands value and cost reductions It doesn’t take into account fragmentation of quality care

Question 9.9. _____________ argues that systems change is gained by small incremental changes made by individuals, supported by their peers. (Points : 6)

Risk Management Professional Organizations Social Marketing Consumers

Question 10.10. Microsystem approach to quality improvement includes: (Points : 6)

An individual point-of-view Students acting as role models Faculty being the “sage on the stage” Multidisciplinary team

Question 11.11. Which of the following is a weakness of the organization-centered approach? (Points : 6)

Organized Labor Fantastic organizational loyalty Lack of regulation High rate of personnel change

Question 12.12. Which of the following are approaches Medicare adopted to drive quality improvement at a national level (Select all that apply): (Points : 6)

Development of standard quality measures Pay for performance Fines for individual who do not use CQI Public reporting of quality measures

Question 13.13. What does the success of accreditation ultimately rely on? (Select all that apply) (Points : 6)

The willingness of the organizations to hide information from the public The willingness of the organizations to follow quality control methods The willingness of the organizations to execute CQI strategies to improve the areas identified by the process The willingness of the organizations to punish the individual who make a mistake

Question 14.14. Which one of the following is not a characteristic of CQI? (Points : 6)

Links to key elements of the organization’s strategic plan Uses rigorous techniques of the scientific method and statistical process control Formation of process improvement teams Quality council made up of the institution’s front line employees

Question 15.15. Champions are (Points : 6)

Team members who discover the quality problems Senior managers who support the process Department managers who manage areas where quality problem is identified Governmental agencies who are supporting the change

Question 16.16. The concept of team psychological safety includes: (Points : 6)

The teams capacity to attain Piaget’s formal operational stage Rewarding positive behavior Team member’s ability to take individual risk Meeting Maslow’s level of self-actualization

Question 17.17. Lean Six Sigma methodology has its roots based on work from: (Points : 6)

Deming and Juran Juran and Paton Motorola and Ishikawa Shewhart and Parato

Question 18.18. A central element of CQI is: (Points : 6)

Anecdotes Data Opinions Measurement

Question 19.19. Why is risk adjustment important when comparing results in healthcare? (Points : 6)

All level three trauma hospital are the same Hospitals caring for the poor are allowed to have worse outcomes All physicians have the same level of expertise Each institution can have a different mix of patients

Question 20.20. Today’s workplace with its layoffs, concern only for cost reduction, high rates of leadership and personnel change, and lack of organizational loyalty does not fit well with ___________________ to CQI. (Points : 6)

Department-centered approach Professional approach Organization-centered approach Top-down approach

Question 21.21. __________________ was the first to introduce ______________. (Points : 6)

Shewhart, PDSA Deming, PDCA Shewhart, PDCA Deming, PDSA

Question 22.22. The “Do” cycle of PDCA includes the following: (Points : 6)

Lessons learned Data Analysis Customer outcomes Holding the gains

Question 23.23. The Institution for Healthcare Improvement was founded by: (Points : 6)

Brent James Donald Berwick Hubert Dreyfus Walter Shewhart

Question 24.24. External comparison allows you to identify areas of ____________________. (Points : 6)

Success and failure Progress and strength Strength and weakness Improvement and progress

Question 25.25. The statistical methodology of Six Sigma was developed in 1980 and is used in conjunction with “lean” methodology, which has its roots in work done by: (Points : 6)

Welch and Smith Ishikawa and Berwick Berwick and James Deming and Juran

BUMIS 333 – Module 5 Homework Handout

What If Analysis

You are on the budget committee for the formal Valentine’s Day Ball at your university. The ball includes dinner and dancing. Your committee prepared a tentative budget outlining income and expenses.

Step A – You believe between 200 and 500 students will attend. Because the ticket revenue, chair setup, catering cost, and valet parking expenses are dependent on the number of students, you decide to create a one-variable data table to compare the budget effects based on different numbers of students attending.

1. Start in cell E3. Complete the series of substitution values ranging from 200 to 500 at increments of 20 students vertically down column E.

2. Enter references to the total revenue, total expenses, and balance formulas in the correct location for a one-variable data table.

3. Complete the one-variable data table, and then format the results with Accounting Number Format with two decimal places.

4. Apply custom number formats to make the formula references appear as descriptive column headings. Format the headings and substitution values.

Step B – You now want to compare the balances of different combinations of attendees and ticket prices per person using a two-variable data table.

1. Copy the number of attendees substitution values from the one-variable data table, and then paste the values starting in cell E22.

2. Type $50 in cell F21. Complete the series of substitution values from $50 to $100 at $10 increments.

3. Enter the reference to the balance formula in the correct location for a two-variable data table.

4. Complete the two-variable data table, and then format the results with Accounting Number Format with two decimal places.

5. Apply a custom number format to make the formula reference appear as a descriptive column heading. Format the headings and substitution values.

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