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Health Care Admin > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

2 things required of an organization when exploring organizational effectiveness

A
  1. tools to align planning strategies with identified goals
  2. the willingness to carry out data-driven evaluative efforts in which goals serve as a measure of progress
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2
Q

2 components that predict the success/failure of strategies for healthcare organizations

A
  1. ability to carry out the strategy
  2. the organizations will to implement it
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3
Q

Strategic planning

A

a process for assessing an organization’s current and anticipated environment and then identifying and implementing the best approaches for succeeding under those conditions

Can define the organizations:
- mission
- vision
- values

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4
Q

Mission Statement

A

state why the organization exists and why it is unique

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5
Q

The strategic planning process

A
  • a means to establish new directions
  • decisions will focus resources to benefit stakeholders
  • is an agent of change for the organization
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6
Q

A comprehensive plan must include 4 steps

A
  1. environmental scanning
  2. formulation of strategy
  3. implementation of strategy
  4. evaluation of the change
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7
Q

Feedback loops follow what cycle?

A

plan, do, check, act

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8
Q

7 reliable planning tool techniques

A
  • Affinity diagram
  • cause & effect diagram
  • nominal group techniques
  • presentation of quantitative data
  • responsibility matrix
  • SWOT analysis
  • TOWS analysis
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9
Q

7 reliable planning tool techniques - Affinity Diagram

A
  • participants develop answers to specific planning prompts
  • the notes are placed on a wall
  • the members of the group move the notes into similar themed groups
  • a discussion is undertaken regarding the themes that emerged
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10
Q

7 reliable planning tool techniques - cause & effect diagram

A

(aka fishbone diagram)
- recognizes factors to particular outcomes
- multiple cause factors leading to outcome

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11
Q

7 reliable planning tool techniques - nominal group techniques

A
  • individually rank/prioritize responses to a given prompt
  • come together as a group to create a comprehensive list, and prioritize items on a new list
  • leader then asks each group for the item on the top of their list
  • final rankings formed
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12
Q

7 reliable planning tool techniques - Presentation of qualitative data

A

after data collection and analyzation, the data must be presented in a meaningful way
- graphs
- charts
- tables

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13
Q

7 reliable planning tool techniques - responsibility matrix

A
  • accountability and tracking matrix
  • keeping record of who is responsible for what
  • rows (specific tasks)
  • columns (people/group responsible for task)
  • may include completion dates
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14
Q

7 reliable planning tool techniques - SWOT analysis

A

(strengths, weaknesses, opportunities, and threats)
- useful during the scanning process
- asks “Who else can perform our function?”
- planning system conscious of external threats

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15
Q

7 reliable planning tool techniques - TOWS analysis

A
  • turning opportunities into strengths
  • reciprocal of SWOT
  • only useful after completion of SWOT
  • information gathered in SWOT is put into a TOWS 2x2 matrix

Allows planners to think about strategies that:
- (SO) turn strengths into opportunities
- (ST) employ strengths to avoid threats
- (WO) use opportunities to overcome weaknesses
- WT) act to minimize weaknesses and avoid threats

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16
Q

SMART language

A

Specific, measurable, achievable, results-oriented, and time-bound
- helps groups write meaningful goals and promote change

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17
Q

Reasons for Formal Evaluation

A
  1. accountability
  2. improvement
  3. marketing
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18
Q

Accountability - formal evaluation

A
  • confirm objectives are met
  • make better decisions about planning and operations
  • authorize fiscal payments
  • meet grant obligation
  • correctly allocate resources
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19
Q

Improvement - formal evaluation

A
  • identify program strengths and weaknesses
  • increase educational valuse
  • enhance competence
  • test new ideas
  • decrease operational costs
  • establish quality standards
20
Q

Marketing - formal evaluation

A
  • advertise and promote program effectiveness
  • indicate a track record of successful programming
  • promote positive public relations
21
Q

Evaluation approach is based on:

A
  • who does it (internal vs. external)
  • the intention of the evaluation (formative vs. summative)
22
Q

Formative Evaluation

A
  • learning how programs can be improved
  • conducted as either program development or ongoing program implementation
  • less threatening
23
Q

Summative Evaluations

A
  • evaluate the value of a program
  • evaluate the need to continue funding to program
24
Q

5 primary categories of program evaluation

A
  1. needs assessment
  2. feasibility studies
  3. process evaluation
  4. outcome evaluation
  5. cost analysis
25
Q

5 primary categories of program evaluation - needs assessment

A

“what gaps in our program need to be filled?”
- evaluated program’s objectives and desired program goals
- may require surveying, interviewing, and observation

26
Q

5 primary categories of program evaluation - Feasibility studies

A

“given our current limitations, can the program succeed?”
- used to determine the likelihood of success for a program based on evaluation data
- identifies factors that may impede or assist in delivery of a program

27
Q

5 primary categories of program evaluation - Process evaluation

A

“hos is the implementation of a program progressing?”
- measure gap between the program plan and the actual execution of the program
- determines corrections needed as the program is implemented

28
Q

5 primary categories of program evaluation - Outcome evaluation

A

“were the program goals and objectives achieved?”
- looks at what happened to participants as a result of their participation in the program
- examines expected results with actual outcomes

29
Q

5 primary categories of program evaluation - Cost analysis

A

“was the program financially valuable?”
- measure the value of a program in comparison to alternative approaches
- determines if program will continue, be cut, or be duplicated

30
Q

Methods for collecting evaluation information

A
  • existing data available
  • people
  • observational data
  • videotaping (only possible in certain settings)
31
Q

Data collection methods

A
  • surveys
  • case studies
  • interviews
  • observations
  • group assessment
32
Q

Generating evaluation report

A
  • consider the target audience
  • include appropriate details
  • use caution when reporting findings and conclusions
33
Q

Self-study as an improvement model

A
  • used for accrediting ATEP
  • organization must examine itself in a critical fashion (internal and external constituents included)
  • can instigate trigger event
34
Q

System

A

collection of parts that interact with each other to function as a more comprehensive whole

35
Q

Balance loop

A

feedback providing stability to a system negating changes

36
Q

reinforcing loop

A

amplifies loop changes until something is done to change the loop

37
Q

Learning organization

A

allows people to continually expand their capacity to create the results they desire

38
Q

5 learning Disciplines for a learning organization

A
  1. personal mastery
  2. mental models
  3. shared vision
  4. team learning
  5. systems thinking
39
Q

5 learning Disciplines - Personal Mastery

A
  • value growth of the individual
  • employees create own vision
  • accept truth
  • willing to see gap between personal vision and current state
40
Q

5 learning Disciplines - Mental Model

A

picture of what each person sees things to be

41
Q

5 learning Disciplines - Shared Vision

A

building a sense of commitment by developing shared images of the future and the principles and guiding practices that are used to get there

42
Q

5 learning Disciplines - Team Learning

A
  • communication and collaberation
  • use the variety of the talents of a group to complement one another
  • the whole is greater than the sum of its parts
43
Q

5 learning Disciplines - Systems Thinking

A

an integration of 4 previous disciplines into a complete practice

44
Q

Organizational Learning Disabilities

A

I am My Position
- focus on “their” job, little sense of responsibility for overall group

The enemy is Out There
- anything that goes wrong is result of something outside the group (no one takes responsibility)

The fixation on events
- focus on short-term events, only have short-term explanations

The illusion of taking change
- combination of “enemy out there” and “fixation on events” (need broader systems thinking)

45
Q

Designer

A
  • construct the organization’s social architecture
  • shape mission and vision
46
Q

Teacher

A
  • facilitation
  • strategic thinking
  • foster analyzation
47
Q

Steward

A

guardian for both the people they lead and the larger purpose of the organization

Health Care Admin (8 decks)

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