For my case study, I researched Schedulist, a scheduling software that seeks to improve scheduling systems in the healthcare industry and increase the quality of healthcare in the US. Schedulist was founded under the existing company, InFRONT, and I interviewed Chris Laibe, the founder of both companies and president of Schedulist.
Schedulist targets nurses in particular, who have high turnover rates of 22% annually. Training a new nurse costs a hospital approximately $50,000; nurse turnover costs the healthcare industry up to 6 billion dollars a year. The idea for Schedulist was formed through discussions with nurses and healthcare professions about their desires and preferences in the workplace. Nurses are most likely to stay at the jobs if they are happy, and according to surveys with nurses, the two most important factors determining their happiness at work are a balance between work and home life and a positive work environment. Basically, nurses want flexibility of scheduling and they want to work with people they like a respect.
Schedulist targets both of these factors in the design of its software, which allows nurses to input their availability and desired shifts, as well as establish a social networking platform where nurses can add friends, see their friends’ schedules, arrange carpools, etc. Schedulist is used foremost by the hospital’s scheduling staff, and allows the schedulers to fill shifts manually or using the availabilities the nurses provide. The software also includes a scheduling algorithm that can schedule shifts based on employee seniority, performance, efficiency, etc. If a nurse is unhappy with her shift or needs to schedule last minute, she can find out who is available to work that shift and send them a shift change request, eliminating the need for mass emailing. The software creates a positive relationship between management and employee because it is flexible, caters to the nurses’ availability and preferences, and can be accessed anywhere through individualized URLs.
Schedulist was implemented in its first clinic in Massachusetts in June 2011, and while it has already expanded to five healthcare facilities nationwide, its effectiveness cannot be gauged until it has been in use longer. Monitoring and evaluation programs are in the works, and decreased annual nurse turnover would be a direct sign of Schedulist’s success at the end of the year.
Check it out here.
I think one of the most important issues in development is creating projects with realistic and attainable goals that target the root of a problem, rather than providing a temporary solution. Projects often fail because they propose solutions that are not sustainable and they have unrealistic expectations of the local population’s ability to participate in the program. Take for example, the different types of cell phones and cell phones chargers that we worked with in class. The designs didn’t take into account the lifestSchedyles of the audience they were targeting and broke easily. While in the US we are always developing innovative technology to solve problems, but the newest technologies are often not what is most needed in developing countries. I think understanding the breadth of the Digital Divide is one of the most important concepts in ITC4D because it forces us to focus on attainable technology goals for people who may have never even seen a computer. Programs like One Laptop per Child provide children with laptops that may help them with school work or learning to use computers, but wouldn’t a program that taught people how to use computers or expanded dependable internet networks across Africa have a more far-reaching and long-lasting impact?
For a development project to be truly sustainable, it needs to solve a problem from its source, and I think that establishing accesible and affordable computer and internet access in a town increases that town’s participation in the global communication more than giving children laptops that may not even connect to the internet. At the same time, it is important to asses the needs of each target population individually and understand that what works for one town may not work for the next. I think that in working with the source of a problem, you are forced to asses focus primarily on the needs of the target population above any other factor because you are attempting to build a foundation for all other development projects. In working with a target population, recognizing their interests is often the same as looking for a solution to the cause of a problem.
In working on my case study project, I encountered an organization whose mission targets the source of a problem rather than providing a temporary solution. I’ve been working with Schedulist, a company tackling the root of an issue in the heathcare industry in the U.S. Schedulist is a scheduling and networking platform that increases nurse satisfaction in the workplace by allowing for more flexibility and creating an enviornment of mutual respect in the healthcare industry. Nurse satisfaction determines nurse turnover rates, which in turn determines quality of health care. Hospitals that are constantly forced to hire and train new nurses are draining their resources and have less experienced staff. Schedulist is helping to improve the quality of healthcare in the U.S. by targeting a root of the problem- employee morale. This program is an example of development efforts that create an attainable goal by targeting the source of a problem.
Awaaz.de is a voice controlled software platform that allows organizations to communicate with poor, rural, and marginalized communities by providing access to information through mobile phones. Users only need a mobile phone to use Awaaz.de because they call actual phone numbers and listen to voice content. It is used in six different states in India by eight different organizations where its serves a platform for the transfer of information for agriculture, agricultural market statistics, labor rights, transparency, education, and literacy. Since Awaaz de began operation in September 2010, it has served over 10,000 unique users with over 100,000 individual calls. The way it works is that a user calls and leaves a message with a question on the server. A local community manager reviews the question and send it to the appropriate responder. The responder will call the asker, giving a answer to their questions, which the asker can follow up with more questions if necessary. The community manager may also broadcast the discussion to other people in the community that may find the information useful. The program has been well received because it overcomes many of the obstacles of the digital divide. The only technology a user needs is a mobile phone, that doesn’t even need an internet connection. Awaaz de also overcomes literacy constraints because it is completely operated by voice and it break language barriers because it is made up of regional and user-generated content.
I’ve posted a video documenting a successful ICT program in South Africa that used e-learning technology. The project established the Ligbron Academy of Technology in Ermelo, South Africa that used Smart Board technology in their classrooms (Here’s the wikipedia for Smart Boards: http://en.wikipedia.org/wiki/Smart_Board). There is a lack of trained math and science teachers in rural South Africa because to train in math and sciences it is necessary to attend universities in urban areas. Once the teachers move to urban areas, they are reluctant to return to the rural areas to live and share their skills. The Smart board technology not only allows one instructor to reach many classrooms, but the students can actually interact with the instructor through the board by posting questions or receiving assignments. The school has seen a great increase in test scores in math and science subjects.
While this video shows what a great impact technology like Smart Boards can have in a school, its important to keep in mind that this video is coming from the Smart Board company’s YouTube channel, and therefore doesn’t mention any potential obstacles in implementing a similar program in a school they are not sponsoring directly. It’s also likely that Smart Board sponsored this program and provided the school with the equipment and instruction. While I do think this is an example of the potential of e-learning in rural areas, I thought of the following problems while watching the video:
– How can rural communities afford to buy this technology?
-Do they have the infrastructure (electricity, internet, relationships with urban teachers) to support the program?
-If there are no teachers in math and science in these rural areas, isn’t it even more likely that there are no computers or computer teachers who would be responsible for the equipment or teaching the children to use it?
Can you think of any other obstacles facing the implementation of this program in a rural area?
Originally posted on Blackboard by Danielle Kraus
I was excited to read about this weeks subject, because the topics relate directly to the ICT project in Tanzania that I analyzed for my second short paper. Basically the program was created to deal with poverty among rural agricultural-based communities. Many farmers in these areas had no way to access information about market prices for their crops, and were therefore being taken advantage of. The project, CROMBAU, established a internet cafe in the rural area and compiled databases full of information about the product markets. It also encouraged community development and employed children to be messengers, bringing information about crop prices to farmers who did not have access to the internet cafe. The program was really successful, and though it faced some challenges and limitations, they poverty rates in the area were decreased and the program has been used as a model in other areas.
Check out more information from here.