College of Health and Human Services Fall 2020 HAP 705 Strategic Management and Marketing Course information Instructor Course description HAP 705: Strategic Management and Marketing. 202070.72083 Tuesdays 6:00PM – 7:30PM Sync Sessions Bi-Weekly Session 1: August 25, 2020 4:30PM – 6:00PM Office Hours (Scheduled) Miriam A. Markowitz, MS Office: Peterson Hall: Fourth Floor Mmarkow2@gmu.edu Cell: (202) 236 5411 This course explores the role of strategic management and marketing in healthcare organizations and the process by which they formulate, implement, and evaluate crossfunctional decisions to achieve their objectives. We review how strategic plans are formulated to address the strengths, weakness, opportunities and threats facing the organization from external and internal environments. We consider the type of environmental forecasts and competitor intelligence healthcare organizations need to make timely and adaptive strategic and marketing decisions. We address the conditions necessary for successful strategic execution including the critically important role of feedback and leadership’s role in designing and achieving envisioned strategic direction. This course employs a case study approach with reliance on team-based learning. The course drives integrated learning across several disciplines and encourages critical thinking and creativity as students apply skills and knowledge acquired from prior course work. Course This course is based on a set of MHA Competencies and Learning Objectives. Students are Competencies expected to gain a targeted level of proficiency in each of the Competencies. MHA A selected set of the MHA Competencies is the basis for the design of this course, including: Competencies course content; learning objectives; and teaching and assessment methods. For each competency, faculty identify a “Targeted Proficiency Level”, which students are expected to attain. Course assessments are designed to measure student progress in attaining one of the following targeted proficiency levels. (See Attachment E: Proficiency Level Definitions) Novice Moving Toward Competent Competent 1 Moving Toward Expert Expert Course Competencies and Supporting Learning Objectives Upon completion of the course, participants will be able to: 1.4. Healthcare Delivery System: Understand the health care system and the environment in which health care managers and providers’ function. Target Proficiency Level Competent Course Learning Objective Demonstrate an understanding of the contemporary issues and trends that are impacting the strategic and marketing imperatives for healthcare organizations. 1.5. Population Health Management: Understand the goals and methods for population health management including the definition and measurement of health outcomes, patterns of health determinants and the policies and interventions that link these two. Competent Course Learning Objective Demonstrate an understanding of how healthcare organizations address population health management in the context of developing, executing and assessing the impact of a strategic plan. 2.2. Oral Presentation Skills: Construct and deliver business presentations that are logical, compelling, interesting, and effectively communicated. Competent Course Learning Objective Demonstrate the ability to engage in discussions that lead to mutual trust and cooperative working relationships. Construct and deliver a business presentation that is logical, compelling, interesting, and effectively communicated. 3.1. Quantitative Reasoning: Make sense of information displayed in various formats (graphs, tables, diagrams, equations) and to convert information from one format to another; demonstrate proficiency in mathematical calculation; use evidence in drawing conclusions about numerical data and the ability to assess the limitations of the evidence; describe and evaluate assumptions for estimation, data analysis, and modeling; and effectively communicate information using quantitative formats. Course Learning Objective Analyze a "Community Health Needs Assessment", to determine how demographic and other environmental forces should inform organizational operations, future planning and community healthcare initiatives. 2 Competent Analyze an internal environment assessment to assess operational trends, workforce issues, financial strength and vulnerabilities. 3.6. Descriptive Statistics: Use descriptive statistics to describe the basic features of a data set, including the distribution (e.g., normal or skewed), central tendency and dispersion. Competent Course Learning Objective Demonstrate competent skills in the application of descriptive statistics when conducting the Community Health Needs Assessment. Demonstrate competent skills in the application of descriptive statistics when conducting Internal Operations Assessment and Discovery. 3.10. Community and Market Assessments: Evaluate the demand for a healthcare organization’s products, programs and services, including an assessment of socioeconomic information such as age of population, income, housing, education; competitor information; healthcare services availability and gaps and other factors related to current and future supply and demand. Competent Course Learning Objective Analyze a "Community Health Needs Assessment”, to determine how demographic and other environmental forces and trends should inform organizational operations, future planning and community healthcare initiatives. 3.11. Operational Assessments: Examine critical business and clinical processes and evaluate key metrics and performance measures of the business such as program and service statistics; workflow studies and reports; personnel statistics and ratios; medical workforce statistics; employee satisfaction studies; legal actions; organizational structure and span of control; operational performance reports; etc. Competent Course Learning Objective Analyze an internal environment assessment to assess operational trends, workforce issues, financial strength and vulnerabilities. 3.12. Financial Statement Review: Conduct a financial statement review (Balance Sheet; Income Statement, Cash Flow and Statement of Changes in Shareholder’s Equity) to study the situation of the business and its performance during a specified period of time. This includes the appropriate use of financial ratios to measure profitability, operating efficiency, asset turnover, and liquidity or solvency. Course Learning Objective Conduct a Financial Statement Review and Financial Ratio Analysis for one of the case organizations to assess the organization’s financial strengths and vulnerabilities. 3 Competent 4.3 Strategic Planning and Management: Set organizational direction and strategies based on an understanding of the market and market forces, communicate an organization’s capabilities and strengths to consumers, and formulate, implement, and evaluate cross-functional decisions that will enable an organization to achieve its objectives Competent Course Learning Objective Create a statement of Mission, Vision, Values, Goals and Objectives, and show how these are effectively linked. Design an effective planning process to achieve the "buy in" of internal and external stakeholders whose support is necessary for effective implementation of planning initiatives. Create a set of strategies and tactical plan that effectively implement an organization's mission, vision and critical success factors. 5.4. Professional and Business Ethics: Conduct oneself in accordance with the highest professional and business codes of ethics of the healthcare professions Course Learning Objective Demonstrate high standards of personal and professional responsibility and accountability in all interpersonal interactions with individuals, groups and teams. 4 Competent Required textbook(s) and/or materials Strategic Management of Healthcare Organizations, 8th Edition. Swayne, Duncan, and Ginter, John Wiley & Sons, Inc., Publishers, 2018 (“Strategic Management”) An e-version of the 2018 edition of the book The Strategic Management of Health Care Organizations is available via GMU Library Resources. https://ebookcentralproquestcom.mutex.gmu.edu/lib/gmu/detail.action?docID=1138986&query=STRATEGIC+MANAGEMENT+OF+ HEALTH+CARE+ORGANIZATIONS. Middleboro Casebook, Second Addition, Lee F. Seidel and James B. Lewis, Health Administration Press, ISBN – 9781567938562 by The Society for Healthcare Strategy & Market Development / American Hospital Association Note: there are e-files of data relevant for case. Find them online and in Student Resources, BlackBoard Course. NOTE: This book needs to be purchased. Futurescan 2018–2023: Healthcare Trends and Implications, published by American Hospital Association Product Code: P127141 ISBN: 978-0-87258-986-5 Other: Readings identified in Syllabus in weekly class schedule. HBR license note: To read the complete article online: 1. Go to Business Source Complete 2. Type the title in the top box in quotes “what is strategy” 3. Change the drop down “Select a field” to “Title” 4. Scroll down until you see the title and author of the article Course requirements Team & Individual Projects and Deliverables Teams of 3-4 learners will work in a semester long project to develop a set of strategies for a health care provider organization in Hillsboro County (Middleboro Case). The same team will also prepare and present to the class a PowerPoint presentation of their strategic planfor their provider organization. Additional deliverables include a Healthcare Trends Analysis paper prepared by each learner that addresses relevant national and case-related regional and local trends and the external environment for their team’s provider organization. This course also uses our Discussion Board tool in Blackboard. There are three Discussion Board activities to complete. These are graded course deliverables. 5 Teaching and Learning Methods Student Self-Assessment x Online discussions x x Class Discussions Examinations Experiential Learning Reports X X Team Effectiveness Assessment Peer Review Simulation exercises External Field Experiences X Written research or project reports X Strategic/Consulting Projects Web-based modules In-class Presentations Reflective Learning/Modeling x Case Study Comprehensive Examination Evaluation Grading Component Percent of Grade Paper: Hillsboro County Provider Strategic Plan (TEAM) 45 Paper: Relevant Health Care Trends: National, Regional, Local (INDIVIDUAL) 15 Presentation: Hillsboro County Provider Strategic Plan (TEAM) 20 Confidential Team Peer Review (INDIVIDUAL) 5 Discussion Board Assignments / Participation (INDIVIDUAL) 15 Total 100 NOTE: Deliverables turned in late are subject to a 25% penalty. Grading Scale A+ = 97-100 A = 94-96 A- = 90-93 B+ = 87-89 B = 83-86 B- = 80-82 C = 70-79 D = 60-69 F = 0-59 Mason Honor Code The complete Honor Code is as follows: Individuals with Disabilities The university is committed to providing equal access to employment and educational opportunities for people with disabilities. Mason recognizes that individuals with disabilities may need reasonable accommodations to have equally effective opportunities to participate in or benefit from the university educational programs, services, and activities, and have equal employment opportunities. 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(From the 2012-13 Catalog – catalog.gmu.edu) 7 Course Schedule Week 1 TUESDAY August 25 SYNC SESSION Course Introduction We review the purpose of strategic planning, the structure of a strategic plan, and the design of this course. We will review all class deliverables and discuss approaches to completing Case Analyses. Learners will be assigned to Case Teams. Reading Assignments Ginter: Chapter 1: The Nature of Strategic Management pp. 1-35 The Middleboro Case Book Case 1: The Community pp. 1-32 Ginter: Appendix A: Analyzing Strategic Health Care Cases pp. 411-421 Viewing Assignments Course Introduction VIDEO NOTE: This video was developed initially for the online course version of HAP 705. Please recognize that the timeline presented in the Video may not align with our course. However, the content and emphasis placed on reading and comprehension of course content is highly relevant and will serve as useful guide. Instructor Introduction VIDEO Team Assignments Each team is to complete a Team Tool and submit via EMAIL to INSTRUCTOR. Due Date: 8/30/2020 11:59PM. PLEASE USE TOOL FOUND UNDER STUDENT RESOURCES IN COURSE BLACKBOARD. Teams are to complete a team skills assessment, build team charters, and assign case readings to team members. Team Project: Build a Strategic Plan for your Hillsboro County Provider Your instructor will assign you to a Hillsboro County provider team. The goal of the team will be to develop a set of strategies for a Hillsboro County healthcare provider. This is a semester long project with a written and oral deliverable at the end of the course. Each team’s strategic portfolio will include a strategy addressing an internal need or weakness within the organization and an affiliation strategy. 8 Week 2 TUESDAY September 1 The External Analysis: Community Health Needs Assessment & Population Health We examine how a Community Health Needs Assessment includes a diverse set of stakeholders in an evaluation of demographic and other environmental forces, community-specific issues, public health challenges including access, and how this informs strategic and operational planning priorities for a health care provider. We also explore the range of analytical tools and methods that organizations use to conduct an effective Community Health Needs Assessment and assess a population’s health. Reading Assignments What Is Strategy? Michael E. Porter Harvard Business Review Reprint 96608 HBR November-December 1996 Ginter: Chapter 2: Understanding and Analyzing the Environment pp. 37-78 The Middleboro Case Book Your Team’s Case (Case 5, 6, 7, or 8) Viewing Assignments Week 1 Video Please find under Course Content in Blackboard, Week 1 Video, titled: Strategic Thinking. Additional Reading/Scanning Resources: IRS, New Requirements for 501(c)(3) Hospitals Under the Affordable Care Act (https://www.irs.gov/charities-non-profits/charitable-organizations/new-requirementsfor-501c3-hospitals-under-the-affordable-care-act CDC, Community Health Assessment (https://www.cdc.gov/stltpublichealth/cha/plan.html) Sara Rosenbaum, J.D, Principles to Consider for the Implementation of a Community Health Needs Assessment Process, 2013 (http://nnphi.org/wpcontent/uploads/2015/08/PrinciplesToConsiderForTheImplementationOfACHNAProces s_GWU_20130604.pdf Healthy People 2020 at https://www.healthypeople.gov/ Note: Review Leading Health Indicators Report Health Equity Report: District of Columbia 2018: Social Determinants of Health https://app.box.com/s/yspij8v81cxqyebl7gj3uifjumb7ufsw 9 INDIVIDUAL ASSIGNMENTS Discussion Board #1. (see Discussion Board Tab in Blackboard) Week 3 September 8 SYNC SESSION The External Assessment: Competitor Analysis & National Trends We examine how organizations assess their competitors, gaining intelligence on competitor strengths, weakness and vulnerabilities, and how this is used to inform strategic and operational planning priorities. Reading Assignments: Ginter: Chapter 3: Service Area Competitor Analysis pp 80-119 Futurescan: Healthcare Trends and Implications 2018 - 2023 by The Society for Healthcare Strategy & Market Development The Middleboro Case Book All other cases not assigned to your TEAM. (Cases 5, 6, 7, 8 in particular) Consider delegating other cases to individual TEAM members to begin external/competition environment assessment. Viewing Assignments Week 3 Overview: Competitive Analysis (Find this video under Course Content in Blackboard) Individual Assignments Team Assignments Teams should be meeting weekly, and initiating deep dive into their provider’s environmental context, all the data provided, and to begin identifying issues of concern and opportunities to explore. Teams should review the Michael E. Porter model, “Forces Driving Service Area Competition” (See Exhibit 3-5) and apply to provider’s case. 10 Week 4 September 15 Health Trends & Issues Internal Analysis Reading Assignment Ginter: Chapter 4: Internal Analysis and Competitive Advantage pp. 121-161 Viewing Assignments Week 4 Overview: Internal Environment (Find this video under Course Content Week 4 in Blackboard) Individual Assignments Complete Discussion Board: Week 4 Discussion—Strengths Assessment Individual Paper Assignment: Health Care Trends Paper Please see full Assignment description on course Blackboard site. Each student is to prepare a paper that identifies/prioritizes a set of national health care issues and trends, as well as regional/local public health and socio-economic issues and trends (as provided within the Middleboro Case) relevant to their case health care provider. The student must prioritize and present three national trends and three regional trends within the paper. All six trends should be correlated and supported with data from the case or U.S. healthcare sector analysis/findings and convincingly linked to its relevance to their Hillsboro County Provider. This paper informs and prioritize the external issues that need to be understood and further assessed as part of the development of the strategic plan for your organization. Students within teams are encouraged to share their papers (post submission) to further refine and support their external environmental assessment for the strategic plan. Students are encouraged to seek out resources, commentaries, perspectives from industry leaders, government agencies, associations, etc. in identifying and choosing trends for consideration. 1. Futurescan: Healthcare Trends and Implications 2018-2022 by The Society for Healthcare Strategy & Market Development 2. Middleboro Case Book Team Assignments Hillsboro County Provider Strategic Plan Progress Week 5 September 22 SYNC SESSION Evaluation of Alternatives and Strategic Choice Reading Assignments: Ginter: 11 Chapter 7: Evaluation of Alternatives and Strategic Choice pp. 260-311 Individual Assignments Healthcare Trends Paper due at end of week, Sunday 11:59PM. Team Assignments Teams are to complete the External/Internal Strategy Matrix, found on p. 263 of Ginter text book, Exhibit 7-1. Teams are encouraged to View Week 4 Video Resources on External/Internal Strategy Matrix. Teams are encouraged to use their individual papers as source/input to complete. Teams should be prepared to present/review their completed matrix during Week 7 Class, SYNC Session. Week 6 September 29 Internal Analysis: Operations and Finance We examine the components of an Internal Operations Assessment including operational trends, financial and manpower trends, internal strengths and vulnerabilities, and how this informs strategic and operational planning priorities. We also address extent to which an organization is prepared to embrace change. Here we also explore the range of analytical tools and methods that organizations use to conduct an effective Internal Operations Assessment, including a financial statement review. Reading Assignment: Ginter: Chapter 9: Value-Adding Service Delivery Strategies, pp. 307-341 Team Assignments Strategic Plan Chapter 1: External Environment and Competitive Analysis should be fully drafted. Teams complete deep dive financial review of their Hillsboro County provider. Teams should submit draft SWOT analysis to instructor for feedback. Week 7 Internal Analysis: Clinical Position October 6 We examine key factors considered when conducting an analysis of the clinical domain including external accreditation and assessments and internal quality assessments. Review requirements to prepare assessment of clinical outcomes and performance based on the case material provided. SYNC SESSION Reading Assignment 1. The Joint Commission (JACHO): https://www.jointcommission.org/ 12 2. Agency for Healthcare Research and Quality https://www.ahrq.gov/professionals/quality-patientsafety/talkingquality/create/types.html 3. Agency for Healthcare Research and Quality https://www.ahrq.gov/talkingquality/measures/six-domains.html 4. LEAPFROG Hospital Safety Grade http://www.leapfroggroup.org/hospitals/search/list/location/Portland%2C%20 OR%2C%20United%20States/50# 5. HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) survey: https://www.cms.gov/Medicare/Quality-Initiatives-Patient-AssessmentInstruments/HospitalQualityInits/HospitalHCAHPS.html 6. National Quality Forum http://www.qualityforum.org/Measuring_Performance/ABCs_of_Measurement.a spx (Explore this website) Team Assignment The Middleboro Case Book Teams to prepare to discuss: • • Clinical Outcomes/Quality performance of their providers. Capture and analyze Hillsboro County Healthcare Providers existing and proposed affiliations. Teams to present initial External/Internal Issue Review Tool completed. Hillsboro County Provider Strategic Plan Progress Week 8 October 13 Critical Success Factors & Mission, Vision and Goals We examine the concept of Critical Success Factors (CSF) and how these establish an important framework for the implementation of an organization’s mission, vision and goals. We explore the importance of an organization’s mission and vision and how these are effectively linked. We consider the criteria for well-written missions and visions. Reading Assignment Chapter 5: Directional Strategies pp. 163-203 Vijay Govindarajan, Innovations’ Nine Critical Success Factors, HBR July 5,2011, https://hbr.org/2011/07/innovations-9-critical-success.html 13 Viewing Assignments Under Course Content, Week 8, please view the Week 8 Overview: Mission and Vision Statements. Team Assignments Each team is to schedule a TEAM CHECK IN with Instructor during Week 8 of our course. During this meeting, your team should be ready to: • • • Review deliverables work status; Walk through team’s draft SWOT analysis; Discuss the strategies under consideration by the team. Strategic Plan Section 2: Internal Analysis should be completed. Strategy Development Guide: Tool for Teams to think about their strategies under consideration. Please find this tool under Student Resources in Course Blackboard. Week 9 October 20 SYNC SESSION Strategy Development Reading Assignment Ginter Chapter 6: Developing Strategic Alternatives pp. 205-257 Strategy as Active Waiting Donald N. Sull Harvard Business Review Reprint R0509G HBR September 2005 Team Assignments Each Team to submit via Blackboard Mission, Vision, Values Corporate Statements to Instructor for feedback. Strategic Plan Section 3: SWOT Analysis should be completed. Week 10 October 27 Goals and Objectives / Affiliation Strategy We examine the importance of formulating measurable goals and objectives to help an organization accomplish its mission. We explore the full breadth of affiliation strategies, identify examples already present in Case material, and develop assessment resources for proposed affiliation strategies. Reading Assignment Ginter: Chapter 7: Evaluation of Alternatives and Strategic Choice pp. 260-311 14 Hillsboro County Provider Strategic Plan Progress Individual Assignment: Discussion Board Week 10: Affiliation Strategy. Initial Response only; no response required. Due end of week Sunday, 11:59PM. Week 11 November 3 SYNC SESSION Strategic Analysis & Value Adding Service Delivery Strategies Strategic Analysis is addressed in two parts. In the first part, we examine key methods and tools for assessing and prioritizing strategic options. Reading Assignment Ginter Chapter 8: Value-Adding Service Delivery Strategies Team Assignments Each Team will present one affiliation strategy under consideration for class discussion. Instructor will provide guidance/template for presentation. Please take a look at Week 7 Content, Module 7 Strategic Planning Tools related to the Health Care Value Chain Model in the Course Blackboard. Week 12 November 10 Strategic Analysis Strategic analysis we continue our examination of key methods and tools for assessing and prioritizing strategic options. Reading Assignment Ginter Chapter 9: Value-Adding Support Strategies Team Assignments Hillsboro County Provider Strategic Plan Progress Teams please watch TED’s Secret to Great Public Speaking Please find link under Week 7 Video Resources. Week 13 November 17 SYNC SESSION Strategic Execution We discuss the importance and structure of an implementation plan in assuring that an organization’s strategies are effectively executed. And, we examine why this is perhaps the most critical phase of an organization’s planning process where strategic plan execution is most vulnerable. Reading Assignment 15 Ginter Chapter 10: Communicating the Strategy and Developing an Action Plan Gary L. Neilson, Karla L. Martin, Elizabeth Powers, The Secrets to Successful Strategic Execution, HBR June 2008, https://hbr.org/2008/06/the-secrets-to-successful-strategyexecution?referral=03759&cm_vc=rr_item_page.bottom Team Assignments Hillsboro County Provider Strategic Plan Progress Week 14 November 24 Team Assignments Hillsboro County Provider Strategic Plan Progress Assignment Due: Week 15 December 1 Extended SYNC SESSION Week 16 December 8 Class members complete Confidential Team Peer Review Team Presentations Hillsboro County Provider Strategic Plan Presentation Assignment Due: Teams deliver twenty minute Strategic Plan PowerPoint Presentations NOTE: THIS CLASS WILL RUN 6:00PM – 8:00PM Assignment Due: Hillsboro County Provider Strategic Plans Teams submit written strategic plan. ATTACHMENT: A OVERVIEW FOR TEAM PROJECT (See Assignment in Blackboard) The team project involves the development of a strategic plan for a Hillsboro County provider. Team members collaborate on the development of a final team paper that covers the following sections. The paper should be no more than 25 pages in New Roman 12-point font, single-spaced. Appendices are encouraged to be used for “showing your work”—data analytics, compiled research, qualitative analytics, etc. Component Hillsboro County Provider Strategic Plan Points Maximum Pages 45 25 • Section 1: External Analysis & Competitive Analysis 5 4 • Section 2: Internal Analysis: Operations, Financial, Clinical 5 5 16 • Section 3: SWOT 5 2 • Section 4: Critical Success Factors & Mission & Vision 5 3 • Section 5: Strategic Analysis 10 5 • Section 6: Recommended Strategies (4) & Performance Metrics 15 6 The team will present their Hillsboro County Provider Strategic Plan at the close of the semester. Grading Process: A student’s grade on the Team Project has the following three components: • • • Written Report: The grade earned by the team is the grade earned by every member of the team. Confidential Peer Review: At the end of the semester, students will be asked to rate their teammate’s contributions to the work of the team. Most students receive a very good evaluation from their peers. However, students who do not actively participate in the work of the team or fail to meet their obligations to the team should not be surprised with a lower evaluation. Team Presentation: The grade on the presentation is the grade received by all members of the team. Therefore, it is essential that team members’ work with each other to assure that each member of team participates at his/her optimum level. In their confidential peer review, team members should consider how well their teammates exhibit the following personal values and characteristics of high performing teams. 1. HONESTY: Member puts a high value on effective communication within the team, including transparency about aims, decisions, uncertainty, and mistakes. 2. DISCIPLINE: Member carries out his/her role and responsibilities with discipline, even when it seems inconvenient. 3. CREATIVITY: Member participates in tackling the work of the team creatively, even finding errors and unanticipated obstacles as potential opportunities to learn and improve. 4. HUMILITY: Member respects the diversity and differences among team members and demonstrates an ability to listen to and learn from others even when their opinions are different. 5. EXCELLENCE: Member demonstrates a commitment to the continuous improvement of own work and the functioning of the team. 17 6. TEAM PLAYER: Member is trusted to work cooperatively toward the shared achievement of the team. 18 ATTACHMENT B CRITERIA FOR GRADING CLASSROOM PARTICIPATION Grading student participation in this course is based on the Affective Domain (Krathwohl, Bloom, Masia, 1973). This includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex. Students improve their participation grade by moving from the simplest to the more complex behaviors. Observed Behavior Grade Receiving Phenomena: When in class, student is attentive to the instructor and classmates, and demonstrates a willingness to participate when called upon. 65 Responding to Phenomena: Student actively participates in class discussions and presentations, taking initiative to respond and demonstrating an intellectual curiosity in the concepts studied. 80 Valuing: Student is able to internalize and demonstrate an appreciation for the worth or value of the concepts studied. In other words, student seeks to understand how the concept can help improve his/her personal, social or professional life, and can provide examples from own experience. 90 Organization: Student is able to compare and contrast values that are different from each other or different from his/her own, resolve conflicts between them, and prioritize them to form an internally consistent system of values. 95 Internalizing Values: Student has developed and adopted a long-term value system that is pervasive, consistent, and predictable and controls his/her behavior. For the healthcare executive this includes but is not limited to: 1. Showing self-reliance when working independently; 2: Cooperating in group activities (displaying teamwork). 3: Using an objective and systematic approach in problem solving. 4: Displaying a professional commitment to ethical practice daily; 5: Revising judgments and changing behavior in light of new evidence; 6: Demonstrating cultural awareness and competence 19 100 Attachment D Hillsboro County STRATEGIC PLAN PRESENTATION Grading Rubric – STRATEGIC PLAN PRESENTATION Presentation Element Organization and Presentation of Facts & Analysis Creative and Workable Solutions Case Objectives Met Personal Presentation Skills Ability to Answer Questions Point Value 20 30 25 15 10 Attachment E Proficiency Level Definitions Proficiency Levels Definitions Novice Student has little or no knowledge, skill or ability in this competency. Moving Toward Competent Student is no longer a novice, but has not yet mastered the knowledge, skills or ability to be competent in this competency. Competent Student has adequate knowledge, skill and ability in this competency, and can demonstrate this well or well enough at the level of a junior healthcare professional. Moving Toward Expert Student is acquiring the knowledge, skills and ability to move from competent to expert in this competency. Expert Student has special or superior knowledge, skill and ability in this competency and can demonstrate this at the level of a senior healthcare professional. The above rubric has been adapted from the rubric used by the American College of HealthCare Executives (ACHE) in its “Competency Assessment Tool”. 20