Health & Medical Question

Description

Plagiarism Check

References and Citations must be cited in APA 7th Edition.

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Please do follow all the instructions given in the assignment document and follow the format mentioned in the docs.

please use only Canadian context and organization should be Ontario healthcare provider

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Instructions:

For this assignment, you will identify a problem within an organization that requires to be improved using virtual care. You will research the organization and be responsible for creating various decision-support tools and resources to engage other healthcare team partners within and outside the organization that will improve accessible and patient quality outcomes. In your report, you will include and complete:

Section 1: Background and Situational Analysis

1. Description of your problem and the focus for improvement (i.e. Improving smoking cessation among women). Answer in 3 major sections the following key questions: AIM: What problem are we trying to solve? In this case, desire to increase sessional fees to foster a system to support patient quality care. MEASURE: What changes might we introduce and why? CHANGE: How will we know that a change is actually an improvement?

2. Population characteristics (demographics such as age, income, ethnicity, education attainment, gender).

Section 2: Current Situation

3. Name, Purpose, Role, Statistics/Facts and Focus of the organization (i.e. must be a known Ontario health care provider).

4. Type of Leadership employed to solve your problem and lead the change (i.e. identify your leadership and the rationale for the approach you are taking)

Section 3: Change Management and Plans

5. Key stakeholders that are part of addressing the solution. Identify the partner, their common interests and the roles & responsibilities.

6. Identify constraints/challenges/barriers and what measures you will measure to overcome them.

7. List out ethical factors and considerations and the goals/objectives to ensure integrity.

8. Identify key data and the three (3) main measures you will be using to evaluate change.

9. Education methods and quality measurement tools, you will be utilizing to evoke and spread change

Unformatted Attachment Preview

Type
Written Assignment
INFO 6057 Health Systems Management
Assessment
Section 1 Independent Creative Assignment:
Leadership; Novel & Adaptive Learning
Weighted Evaluation
20%
Purpose of the Assessment:
▪
▪
This assignment is cumulative and covers all aspects associated from weeks 1 to weeks 5 inclusive.
Specifically assessing the following vocational learning outcomes and skills, namely: Decision support,
quality control, leadership, operations management, organizational culture, big data, knowledge
management, big data security, ethical decision-making, change management, change and transition
management.
You will be responsible for all readings, PPT lectures, recordings, announcement details communicated,
as well as instructions to undertake additional research and analysis to complete the assignment.
Format:
▪
▪
▪
▪
▪
▪
The assignment must be completed in WORD in the proper format. Font: Times New Roman Size: 12pt
Single space and five (5) pages in length (excluding cover, table of contents, and reference page).
Included as part of the assignment is a cover page with your first and last name, student number, title of
assignment, professor’s name and date.
References following APA 7th edition must be provided at the end of the document.
Completion of necessary practical tools and resources supporting the objective of the assignment.
Your assignment will be saved with your: First name_Lastname_Assignment 1
Reminders:
All Assignments must meet the due date in drop box and not accepted via email.
In addition, the following are the four (4) minimum standards for all written assignments:
1. Integrity: Ensure your assignment contains no plagiarized segments and is 100% paraphrased. Note:
Quotations and paraphrasing of any source without proper in-text citations and attached reference
list is considered plagiarism. The turn-it-in score must not exceed 15% and have more than one
consecutive copied sentence from any source. If there is plagiarism, your assignment will be
considered an academic offence.
2. Purpose: Ensure that your assignment answers the key objectives of the assignment and achieves the
primary purpose.
3. Readability: Ensure that your assignment is edited to account for the majority of grammar,
punctuation, and spelling errors. If it contains too many errors that create confusion of meaning and
severely limits communication, then it will not meet the minimum standards.
4. References: You must reference ALL sources from which you obtained information, and provide a
citation for any information using APA 7th edition format (see A136 Academic Integrity).
Remember for this assignment, please only use Canadian context. US context is not relevant or
consistent with Canadian healthcare system. All the best! Professor Silvie MacLean
Created and Written by Dr. S. MacLean
p. 1
MGMT 6181 Assessment
Context:
▪
▪
▪
▪
Virtual care has transformed health care delivery in Canada and around the world. When an inperson visit with a health care provider isn’t possible or even desirable, having access to virtual care
can mean the difference between a patient receiving the care necessary to improve their health or
dealing with the consequences of untreated ailments.
When patients and clinicians opt for virtual care, they can help prevent the spread of infections, save
time and money, engage in more timely medical interventions and enjoy flexibility with regards to
receiving and delivering health care. During the COVID-19 pandemic, virtual care enabled patients
to continue receiving the care they needed while keeping themselves and their families safe.
Virtual care can benefit a variety of patients, such as people with mobility issues, residents living in
remote areas and busy parents and workers who want the convenience of connecting through their
device (possibly avoiding child care services or time off work, as a result).
Considering the benefits, it’s no surprise that the adoption of virtual care solutions and services is
growing across Canada’s entire health system.
Instructions:
For this assignment, you will identify a problem within an organization that requires to be improved
using virtual care. You will research the organization and be responsible for creating various decisionsupport tools and resources to engage other healthcare team partners within and outside the organization
that will improve accessible and patient quality outcomes. In your report, you will include and complete:
Section 1: Background and Situational Analysis
1. Description of your problem and the focus for improvement (i.e. Improving smoking cessation
among women). Answer in 3 major sections the following key questions: AIM: What problem are
we trying to solve? In this case, desire to increase sessional fees to foster a system to support patient
quality care. MEASURE: What changes might we introduce and why? CHANGE: How will we
know that a change is actually an improvement?
2. Population characteristics (demographics such as age, income, ethnicity, education attainment,
gender).
Section 2: Current Situation
3. Name, Purpose, Role, Statistics/Facts and Focus of the organization (i.e. must be a known Ontario
health care provider).
4. Type of Leadership employed to solve your problem and lead the change (i.e. identify your
leadership and the rationale for the approach you are taking)
Section 3: Change Management and Plans
5. Key stakeholders that are part of addressing the solution. Identify the partner, their common interests
and the roles & responsibilities.
6. Identify constraints/challenges/barriers and what measures you will measure to overcome them.
7. List out ethical factors and considerations and the goals/objectives to ensure integrity.
8. Identify key data and the three (3) main measures you will be using to evaluate change.
9. Education methods and quality measurement tools, you will be utilizing to evoke and spread change.
Created and Written by Dr. S. MacLean
p. 2
MGMT 6181 Assessment
3
0 Not acceptable
1 Needs improvement
2 Competent
Your written work will be evaluated by the criteria below in order
to give you specific feedback to help guide your development as a
writer. Communicating in writing is an essential skill required in
the 21st century.
3 Good
This rubric is designed to make clear the grading process for
written communication by informing you, the writer, what key
elements are expected by the College in a “good” piece of
written analysis work.
4 Excellent
RUBRIC:
Measurement Indicator
Quality (/5)
1. The purpose and focus are clear and consistent.
2. The main claim is clear, significant, and challenging.
3. Organization is purposeful, effective, and appropriate.
4. Sentence form and word choice are varied and appropriate.
5. Punctuation, grammar, spelling, and mechanics are
appropriate. APA 7th edition documentation is followed.
Content (/5)
1. Information and evidence are accurate, appropriate, and
integrated effectively with purpose.
2. Claims and ideas are supported and elaborated.
3. Alternative perspectives are carefully considered and
represented.
4. Contains original ideas. Academic integrity is followed.
5. All ideas are clearly developed, organized logically, and
connected with effective transitions.
Analysis (/5)
1. Connections between and among ideas are made.
2. Analysis/synthesis/evaluation/interpretation are effective and
consistent.
3. Independent thinking is evident.
4. Creativity/originality is evident.
5. Effectively applied appropriate tools for decision support
Assignment Specific Criteria (/5)
1. Responds to all aspects of the assignment.
2. Documents evidence appropriately.
3. Considers the appropriate audience/implied reader.
4. All relevant module concepts are applied appropriately.
5. Structure and format enhances delivery of the
information.
Overall Evaluation: Scored out of 20 points
D
Excellent
D
Competent
Created and Written by Dr. S. MacLean
D
p. 3
Not Acceptable
MGMT 6181 Assessment
Organizational Decision Support
MGMT 6181
Week 1, Class 1
Introduction Clarifying Expectations & Course Overview
To Address Meaning of “Decision Support”
Professor Dr. Silvie MacLean, EdD, CPA CMA, MHSc, HBA
Educate, Engage, Empower, Excite
Week 1
Class 1
Administration Overview
2
Disclaimer:
The session is recorded.
The cloud recording will
only be shared in the
course shell with the
participants in our class.
❑ People outside of the
class will NOT have
access to the
recording.
❑ Once the course is
over, I will delete the
recordings.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 3
MHSc, HBA, BA,
Preamble:
You will require your own laptop with a webcam and reliable internet.
Refer to weekly schedule located on FOL to understand the
theme/topic of the week.
Please ensure to review each weeks lesson plan videos before you
review the PPT lectures.
These videos are separately located on FOL each week.
Understanding expectations is very important.
Please never hesitate to email me if you have concerns and/or
questions with the material.
Remember to reach the FOL supplementary readings.
Presented by Dr Silvie MacLean, EdDm CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
4
Today’s Objective:
Part 1 (Classroom Foundation):
❑Introductions (You/Me)
❑Review the Course Outline
❑Review FOL
❑Classroom Expectations
❑Importance of Academic Integrity
Part 2 (Week 1 Course Content):
❑Organizational Behaviour
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
5
Introduction:
Dr. Silvie MacLean, EdD, CPA, CMA, MHSc, HBA
“Empowering learning minds to continuously innovate bolder and new
integrated care solutions for effective change”
Philosophy: My approach to learning
builds on a deep personal regard for
appreciative inquiry and transformative
power. In an environment of constant
change and diversity, I believe
students best learn when they are
supported in a safe community
classroom and provided with a variety
of tools, knowledge and competency
based skills to assist them to unlock
their full potential.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
6
With the aim to educate, engage,
empower and excite, the following
are some inspirational quotes:
Aim
Quote
Educate
We cannot solve our problems with the same thinking we
used when we created them.
Author of
Quote
Albert
Einstein
Engage
If you don’t like something, change it. If you can’t change
it, change your attitude.
Maya
Angelou
Empower You will never do anything in this world without courage.
It is the greatest quality of the mind next to honor.
Aristotle
Excite
Walt Disney
If you can dream it, you can do it.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
7
Getting to know you:
Teacher
Subject
Matter
Student
Please share:
▪ Your name
▪ Where you are
currently taking the
course (e.g. country)
▪ Your last degree title
▪ One (1) favourite pasttime
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
8
About the Professor and the Research:
Logo here
Scholar, Activist, and Researcher
Professor within the Post Graduate Health Systems Management Program, School of
Information Technology at Fanshawe College in London Ontario, Canada
Twenty-four years working in healthcare in a diverse range of positions within the Ontario
Provincial Service and Ontario hospitals’:
• CFO/Chief Performance & Strategy Officer, Transform Shared Services
• Senior Executive Director of Strategic Improvement, Woodstock Hospital
• Senior Program Manager at the MOHLTC acute care division working on several policy and population program service
changes.
Education consists of:
• Doctoral degree in Education (Western University);
• Chartered Professional Accountant/Certified Management Accountant (Toronto);
• Masters in Health Science, within the Health Policy Management and Evaluation Program at the (University of
Toronto);
• Honours business and psychology degree (Western University).
D r. S i l v i e M a c L e a n ,
E d D , C PA , C M A , M H S c , H B A
( s h e , h e r, e l l e , e l l a )
Volunteer on several various health and education Board of Directors and Community
Council Committees teaching financial literacy & strategic planning
Course Overview:
▪
▪
▪
▪
▪
▪
▪
▪
Course Description
Contact Information
Learning Outcomes
Weekly Schedule
FOL communication
FOL Resources
Evaluation/Grades
Overall expectations
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
10
Course Description:
MGMT 6181 Organizational Decision Support:
Managerial decision-making on operational efficiencies and
effectiveness are often complex ones that involve having
effective decision support. This course is designed to integrate
theory and practice with leadership, operational finance, and the
utilization of quality tools to improve performance and
population health outcomes. In this course, students will
become familiar with leadership and operational factors that
affect planning, implementation, and decision-making. Individual
and simulated group exercises along with critical analysis of
case material relevant to the healthcare setting that is specific
for health information management professionals will be used to
enhance a practical understanding of theoretical concepts.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
11
Contact Information:
Email: smaclean@fanshaweonline.ca
Office hours: Based on students needs. Please email to make arrangements
Class Schedule: Refer to FOL master list and weekly
Please read course FOL announcements daily
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
12
Learning Outcomes:
Is a statement (not a product)
indicating what a learner is
expected to KNOW, DO or
BEHAVE LIKE as the RESULT of
the learning experience.
Expression of skill (Do),
knowledge (Know) or attitude
(Behave)
Reflects an essential, integrated,
complex PERFORMANCE
Helps everyone (students,
teachers, employers) understand
the purpose, or the performance
required
All materials are assessed to
ensure you are prepared for the
real HIM world
Ministry Mandate (Binding Agreement for
Healthcare Administration Skills)
Ontario College (Fanshawe)
Workforce Development
Health Care Administration and Service
Management
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 13
MHSc, HBA, BA,
Weekly Schedule:
❑This course is directly linked to
the Ministry Binding Agreement
with the Ministry
❑Colleges are “self-governing,”
but…
❑Ministry of Colleges and
Universities (MCU) ensure quality
❑Institutional and program policies
and procedures for consistency
❑Follow Binding Agreement for
Vocational Learning Outcomes
(VLOs) and Essential Educational
Skills (EESs)
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 14
MHSc, HBA, BA,
FOL Communication:
Learning
Outcomes
(lowest to
highest):
Know / Remember
Understand /
Comprehend
Apply
Analyze
Evaluate /
Create
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
15
Evaluation/Grades:
Assessment
Measure
Lab 1
10%
Creative Assignment 1 (weeks 1-5)
20%
Creative Assignment 2 (weeks 6-10)
20%
Creative Assignment 3 (weeks 11-15)
20%
Quiz 1 (weeks 1-5)
10%
Quiz 2 (weeks 6-10)
10%
Quiz 3 (weeks 11-15)
10%
Total
100%
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 16
MHSc, HBA, BA,
Overall Expectations:
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
17
Secret to success in learning:
▪ Do all required readings prior to coming to class. This
requires project managing your time.
▪ Complete all assignments to the best of your ability.
▪ 3:1 rule.
▪ RESPECT EACH OTHER: Stay engaged and do not
distract the learning of others (no abetting permitted as this
is an academic offence and it will go on your record).
▪ Attend class and complete the required weekly review of
all materials.
▪ Complete the assignments to your best ability (lots of
resources for you).
Presented by Dr Silvie MacLean, EdD,CPA CMA, MHSc, HBAEdD, 18
MHSc, HBA, BA,
Overall expectations:
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 19
MHSc, HBA, BA,
Introduction to Decision Support
20
Decision-support is a main focus:
Require a global
mind-set
Require to be able to
adapt to change
Need
implementable skills
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 21
MHSc, HBA, BA,
What is a global mind-set?
Definition
• A global mindset is the ability to
recognize, read, and adapt to
cultural signals, both overt and
subtle, so that your effectiveness
isn’t compromised when you are
dealing with different backgrounds
Need to possess:
• Individual qualities
• Communication skills
• Actionable knowledge relevant to
health care
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
22
Global Mindset Abilities Involves:
Adopting a global perspective.
Empathizing and acting effectively across cultures.
Processing complex information about novel
environments.
Developing new multilevel mental models.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
MHSc, HBA, BA,
23
Global mindset begin within:
Begins with selfawareness.
• Compare own mental
models with those of people
from other cultures/regions.
• Develop better knowledge of
people and cultures,
preferably through
immersion.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 24
MHSc, HBA, BA,
Understanding Change:
Buller, J. (2015). Leading reactive
change. In Change leadership in
higher education: A practical guide to
academic transformation (pp. 155174). San Francisco, CA: JosseyBass.
Kezar, A. (2014). Creating deep
change. In How colleges change:
Understanding, leading, and enacting
change (pp. 61-83). New York:
Routledge.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 25
MHSc, HBA, BA,
Defining Change:
Not a singular concept
• Instead a multi-faceted concept
Buller (2015) defines change as:
• Replacement + Resilience
Change
Video:
Abdulgeder, A. (2009). We need
change. Retrieved from:
https://www.youtube.com/watch?v=vL
gxr9MARYs
(p. 33)
Kezar (2014) defines change as:
• Isomorphism + Adaptation + Organizational
Change + Innovation/Reform (p. xii)
Change v. Transition:
• Change: Outward and visible
• Transition: Inward and spiritual
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 26
MHSc, HBA, BA,
Buller’s (2015) Perspective on Change:
Five reasons why change
processes fail or are
unsuccessful:
• Unsuitability of management models
• Adequate needs case
• Incompatible strategic planning
methods
• Lack of attention of culture
embracing change
• Treat all change alike
Sees change as a constant –
but aims to understand
different types of change
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 27
MHSc, HBA, BA,
Buller’s (2015) Perspective on Change:
Change factors are both
visible and invisible
• Visible (obvious ones such as:
cost, time, and quality)
• Invisible (lie hidden below the
surface are often overlook: power
relationships, politics, perceptions
and beliefs, ego and distrust)
Three resources to help
foster a culture of innovation:
Krüger, W. (n.d). The change management iceberg. Retrieved
from: http://www.datagroup.com.au/Images/MT_Images/Change_Management_Iceberg
.JPG
• Innovation
• Creativity
• Entrepreneurialship
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 28
MHSc, HBA, BA,
Buller’s (2015) Core Takeaways:
Metaphor and his rationale of taking advantage of ICE resources
• Avoid lurking dangers
Highlights 3 different ways in which HEI may discover they may
need to change
• Forced
• Eventually be forced on them
• Needed because of internal rather than external factors
Identifies 5 different levels of institutional change in HEI. Namely,
changes in:
• Direction
• Personnel
• Tactics
• Structure
• Procedures
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 29
MHSc, HBA, BA,
Kezar (2014) Perspective on Change:
Focuses on second-order or deep change
• Also called transformational, punctuated change, doubleloop learning, where organizations challenge existing
assumptions and beliefs
Sees this second-order change requiring:
Chapter 4: Creating deep
change (pp. 61-83)
• Sensemaking (1) individuals attach new meaning to
familiar concepts; and 2) individuals develop new
language and new concepts that describe a change
institution)
• Organizational Learning (relies more on a rational and
data-oriented approach)
To learn, we must become aware of our own
and others’ mental models which can shape
the possibilities for learning
30
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD,
Kezar’s (2015) Perspective on Change:
Must become aware of
our own and others’
mental models
Not all organizational
learning is positive
Review institutional
context before a deeper
dive takes place ($)
Sensemaking
Organizational learning
• Focused on second-order change
and more effective with large
groups
• Far less research
• Individual base
• Helps with facilitating human
interactions
• Norms play an important role
• Focused on first-order change
• Based on the assumption that data
results in solving problems
• Lends well to managerial views of
organization
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 31
MHSc, HBA, BA,
Kezar’s (2015) Core Takeaways:
Ongoing
widespread
conversations
Collaborative
leadership
Developing
crossdepartmental
teams
Flexible vision
Sponsoring
faculty and staff
development
opportunities
Drawing on and
discussing
external ideas
Creating
documents and
concept papers
Preparing and
giving public
presentations
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 32
MHSc, HBA, BA,
Implementable Skills (knowing 3 c’s):
Complexity.
• Number of distinct/important identities people
perceive about themselves.
• People have multiple self-concepts.
• Higher complexity when selves are separate
(not similar).
Consistency.
• Multiple selves require similar personality
attributes.
• Self-views are compatible with actual attributes.
Clarity.
• Self-concept is clear, confidently defined, and
stable.
• Clarity increases with age and high consistency.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 33
MHSc, HBA, BA,
Outcomes of “Self-Concept”:
People have better well-being with:
• Multiple selves (complexity).
• High-consistency selves.
• Well-established selves (clarity).
Effects on individual behaviour and performance.
• High self-concept complexity – more adaptive, more diverse
networks, more stressful, more resources needed to maintain
several identities.
• Less complex selves – more investment in fewer roles, which
may lead to higher performance.
• High self-concept clarity – better performance, leadership, career
development, less threatened by conflict.
• But very high clarity may cause role inflexibility.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 34
MHSc, HBA, BA,
Outcomes of “Self Enhancement”:
Drive to promote and protect a positive selfview.
• Competent, attractive, lucky, ethical, valued.
• Evident in common and important situations.
Self-enhancement outcomes.
• Better mental and physical health.
• Higher motivation due to “can-do” beliefs.
• Riskier decisions, inflated perceived personal causation,
slower to recognize mistakes.
• Better decision-making supporters
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 35
MHSc, HBA, BA,
Outcomes of “Self-Verification”:
Motivation to confirm and maintain our selfconcept.
• Stabilizes our self-concept.
• We communicate self-concept to others.
• We seek confirming feedback.
Self-verification outcomes.
• Affects perceptions — selective attention.
• Dismiss feedback contrary to self-concept.
• Motivated to interact with those who affirm our self-view.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 36
MHSc, HBA, BA,
Outcomes of “Self-Evaluation:”
Self-esteem.
• Extent to which people like, respect, and are satisfied with
themselves.
• High self-esteem: less influenced by others, more persistent,
more logical thinking.
Self-efficacy.
• Belief that we can successfully perform a task (MARS factors).
• General self-efficacy, “can-do” belief across situations.
Locus of control.
• General belief about personal control over life events.
• Higher self-evaluation with internal locus of control.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 37
MHSc, HBA, BA,
Outcomes of “Social-Self:”
Opposing motives:
• Need to be distinctive and unique (personal identity).
Need for inclusion and assimilation with
others (social identity).
• We define ourselves by groups we are easily
identified with, that have high status, and our
minority status in a situation
• We define ourselves by how we differentiate Integrity
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 38
MHSc, HBA, BA,
Integrity is key:
Integrity is the quality of being honest and having
strong moral principles and moral uprightness
With integrity, your perceptions will always remain
whole
• Perception: the process of receiving information about and
making sense of the world around us.
• Selective attention: selecting versus ignoring sensory information.
• Affected by characteristics of perceiver and object perceived.
• Emotional markers are assigned to selected information.
• Selective attention biases.
• Assumptions and expectations.
• Confirmation bias.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 39
MHSc, HBA, BA,
Second order thinking and sensemaking is also
Important:
As Kezar (2014) highlighted, knowledge structures that we
develop to describe, explain, and predict the world around us.
• Visual: image road maps.
• Relational: cause–effect.
• Important for sense-making.
Problem: Mental models make it difficult to see the world in
different ways.
• Need to constantly question our mental models.
• Need to constantly ask questions to gain truth
Without asking questions, we will never be supporting
decisions correctly
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 40
MHSc, HBA, BA,
Summary:
The perceptual process of deciding whether an observed behaviour or
event is caused mainly by internal or external factors requires
• A global mindset
• Adapting to change
• Implementing skills with Integrity
Change is extremely complex and occurs at multiple levels of culture and
within departments and within individuals perceptions
Understanding the self requires assessment on 4 levels:
• Self-enhancement
• Self-verification
• Self-evaluation
• Social self
Demonstrating integrity is going to differentiate you in the 21st century
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 41
MHSc, HBA, BA,
Next Session
Organizational Behaviour
and Open Systems
42
Organizational Decision Support
MGMT 6181
Week 2, Class 1
Operations Management, Quality Control
& Leadership
Professor Dr. Silvie MacLean, EdD, CPA CMA, MHSc, HBA
Educate, Engage, Empower, Excite
Today’s Learning Objectives:
1. Define operations management.
2. Explain the importance of quality in healthcare.
3. Describe the six dimensions used by the WHO to address
quality outcomes for healthcare organizations.
4. Discuss what impact quality in healthcare.
5. Describe the EFQM model and how it could be widely
used by organizations.
6. Outline the importance of 3 C’s and 4 P’s in leadership
and compare the difference between management and
leadership.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBAEdD, 2
MHSc, HBA, BA,
Operation Management:
Definition:
• Operations management is the
administration of business
practices to create the highest
level of efficiency possible within
an organization.
• It is concerned with converting
materials and labor into goods
and services as efficiently as
possible to maximize the profit
of an organization.
• Operations management teams
attempt to balance costs with
revenue to achieve the highest
net operating profit possible.
FACT: Operations
management is important in a
business organization
because it helps effectively
manage, control and
supervise goods, services
and people.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA
3
“Operation Management” Class Discussion:
How would you modify
this definition to be
more specific to
operations
management in health
care?
What kinds of roles
would engage in
operations
management?
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA
4
Operational Management requires Quality:
What is does quality mean
in healthcare management?
• World Health Organization: the
extent to which health care services
provided to individuals and patient
populations improve desired health
outcomes. In order to achieve this,
health care must be safe, effective,
timely, efficient, equitable and
people-centred.
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA
5
What does quality mean in healthcare?:
What we should continue to target and measure with special populations in mind
Safe
Delivering health care that minimizes risks and harm to service users, including avoiding
preventable injuries and reducing medical errors
Effective
Providing services based on scientific knowledge and evidence-based guidelines
Timely
Reducing delays in providing and receiving health care
Efficient
Delivering health care in a manner that maximizes resource use and avoids waste
Equitable
Delivering health care that does not differ in quality according to personal characteristics
such as gender, race, ethnicity, geographical location or socioeconomic status
Peoplecentred
Providing care that takes into account the preferences and aspirations of individual service
users and the culture of their community
Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA
6
Special populations to consider in Canada:
Aboriginals
Children < 18 years Mental Health/Addictions Women/Girls Seniors New Immigrants Mennonite/Amish LBQT2S Homeless Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 7 Video: Institute for Healthcare Improvement “How can we define quality in healthcare”(4:36) VIDEO: Dr. Donald Berwick, defining quality. Group Discussion: 1. Selecting a special population group, what would be the top three quality indicators that you would select and why? 2. What quality indicators are most important and why? Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 8 What effects quality in healthcare? What element within inputs, process, and outputs is most important? Oakland, J. S. (n.d.). Total Quality Management and Operational Excellence: Text with cases (4th Edition) [Texidium version]. Retrieved from http://texidium.com Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 9 What is quality control and quality assurance? Quality control Quality assurance is essentially the activities and techniques employed to achieve is broadly the prevention of quality and maintain the quality of a problems through planned and product, process, or service. It includes a monitoring activity, but systematic activities (including is also concerned with finding and documentation). These will include the establishment of a eliminating causes of quality problems so that the requirements good quality management system and the assessment of its of the customer are continually adequacy, the audit of the met. operation of the system and the review of the system itself. Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 10 Importance of the 4 P’s and 3 C’s: Let’s Discuss Oakland, J. S. (n.d.). Total Quality Management and Operational Excellence: Text with cases (4th Edition) [Texidium version]. Retrieved from http://texidium.com Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 11 People, Planning, Process, Performance: People Planning Process Performance • Are the assets to the organization. • Concerned with how well the human resource practices tie into and are aligned with the organisation's strategic directions • Focuses on the organisation's strategic and business goals, and employment of plan, along with the organisation's attention to customer and operational performance requirements. • a series of actions or steps taken in order to achieve a particular end. • Focuses on quality operational and business outcomes. • Uses indicators to measure employee morale, productivity, quality of output, and delivery performance. Presented by Dr Silvie MacLean, EdD, CPA CMA, MHSc, HBA 12 Culture, Communication, Commitment: Culture Concerns what and how people believe, feel, think and how they behave (over time) and how this is reflected in collective habits, rules, norms, symbols and artifacts Communication Commitment Is often described as a subset of organisational climate that refers to the Is the extent of engagement with relationships and safety promotion and accident interactions in the workplace. prevention in an organisation. Communication includes F