case study some delegated research

You are manager of biomedical engineering at Central Hospital. You are discussing an information need with your superior, general services vice president Peter Gideon. You both agreed that your equipment maintenance and repair records were not revealing the kind of information they needed—nature of breakdown and failures, maintenance problems, and unique situations encountered—to design an effective preventive maintenance program.

Gideon asks, “Since we started the department the year before last haven’t we kept records of all the work done by you and the technicians?”

You respond, “Sure we have, but they won’t tell us anything useful without lots of digging. We have nearly 24 months’ worth of completed work orders filed in chronological order.”

“Could someone sort through the work orders and separate them by kind of work required?”

“I suppose so,” you reply, “but I don’t have time to do it myself and both techs are swamped with open work orders. I guess I could always get my secretary, Sharon, to do it. Just tell her what I want and let her go about collecting it in her own way.”

Gideon asks, “Does Sharon know the language and all of the work order codes? You might want to provide her with some detailed instructions and maybe even give her a deadline for completion or a schedule for finishing various steps of the project.”

You answer, “I don’t see much point in delegating the job if I’m going to have to do all that work just to get ready. It ought to be enough for me to give her my objectives, suggest an approach, let he add her own ideas to it, and turn her loose.”

“Could this become a regular part of her job?”

“It should,” you stated. “Her’s or somebody’s. Then we could monitor the kinds of information we need rather than having to dig for it like we are now.”

Gideon states, “Between us we seem to have tossed out three ways of using Sharon on this project.” He proceeded to outline the three possibilities as:

1. Tell her what is wanted and let her do it in her own way.

2. Provide her with expected results, a procedure or other instructions, and a schedule or deadline.

3. Tell her what is wanted, recommend an approach, and turn her loose.

Questions to guide your response:

1. Assuming Sharon is qualified for the project, what should determine whether you do indeed assign the task to her rather than doing it yourself or looking for another way?

2. Identify the advantages and disadvantages of the three possibilities outlined above

3. Which of the three approaches should you most seriously consider following? Why?

Instructions:

Describe in detail what you would do if you in this situation. Use the questions above to guide your analysis. Written responses should range in length from 250-350 words. Your response should be thoughtfully organized and free from typos. Postings are worth 10 points total. For full credit, you must cite at least one page in our textbook or other reference material (journal article, website, Power Point slides, etc.). Use APA style citations.

You also need to provide feedback to two classmates’. Responses to classmates should be 100-150 words per response and are worth 5 points each.

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