MHSA 6650 Human Resources Management in Health Care

MHSA 6650 – Human Resources Management in Health Care
3 graduate credit hours
This document is subject to alterations as the course develops
Updated 5/21/14
Janet Buelow, Ph.D.
You are welcome to schedule appointments with me during this
summer semester. I will be gone several weeks during this
semester, but email me and I’m sure we can find a mutual time to
Telephone: 912-344-3075
Secretary: 912-344-5480
Tech Support, Help Desk: 312-344-2518
This course provides for a study of health services organizations;
emphasizing the management of health professions, their
training, motivation, and direction with emphasis on maintaining
productivity and morale at a high level, within limited finances.
Topics include selection, compensation, financial incentives,
work standards, and leadership principles within contemporary
health services organizations.
Fried, Bruce J., and Fottler, Myron D. Fundamentals of Human
Resources in Healthcare. AUPHA/ Health Administration Press,
2011. SBN13: 978-1567933635; ISBN10: 1567933637 (note
used books should be available at the book store or at a reduced
cost through online searching).
This course “meets” on the Armstrong D2L website. All
assignments and discussions have specific deadlines which are
noted in the syllabus. This course is created as an interactive
online learning experience and just as in face-to-face courses,
expects graduate level participation among participants.
Simulation game, “Managing Human Resources” at Cost is $40.00. You will need a
code, which can be found in your D2L email.
This course has three primary learning modalities: textbook and
research assignments; simulation case study; and in-depth
reflection and discussion on HR practices.
For the textbook and research learning, students are to read the
assigned chapters and select four questions from the assignment
to answer. As this is a graduate course, students are to not only
find textbook support for their answers, but outside references
too. Each question’s answer needs both a textbook reference
(page number) and an outside reference, with APA style
reference citation at the end of the paper. For four of the textbook
modules, students have the option of doing an applied (real
world) assignment instead of answering 2 questions; these need
references too. These assignments are typically due by Thursday
11:59 pm in the assignment dropbox on D2L. You are welcome
to submit them early, but they will be graded within the week
they are due.
The simulation case study uses a problem-based learning model
in which you are expected to analyze information, solve
problems and then assess the outcomes. This style of learning is
particularly good for critical thinking, problem solving and
decision making skills and in most cases very engaging.
Simulations provide students an opportunity to act as real
managers. As in real life, you will have incomplete information
and trade-offs among alternative options are necessary and
there’s never enough money to do everything you think should
be done. Also, not every action taken will have the result
anticipated, sometimes unexpected outcomes occur.
I have required a variety of simulations in the past, but must say
this is the best one I’ve ever used. For this simulation, there is an
underlying model that HR practices influence key strategic
performance indicators and the bottom fiscal line (just what our
textbook chapter 1 states). Additionally, it is simple to use (once
you’ve learned it) and the decisions are challenging, very
The in-depth reflection and discussions, on your successful and
unsuccessful HR practices, are due three times throughout the
semester. Students are expected to read each others’ essays and
add discussion comments to at least one peer.
Learning objectives
Students will:
Analyze the role of managers
in supporting human resource
functions within an
Identify fundamental
productivity measures;
compensation and benefit
options; employee satisfaction
& improvement
measurements; motivational
techniques; worker safety,
security and employee health
Identify aspects of personnel
management that pertain to
categories of licensed
personnel, unlicensed
individuals including
volunteers, lay therapists, and
clinical interns in various
health care settings
Examine how compensation
and reward systems can meet
the needs of current
employees and attract new
employees in areas of
workforce shortages
Critically analyze given
situations and illustrate skills
in human resource
management functions.
Communicate effectively,
using feedback to enhance
skills and style
Competencies from the Healthcare Leadership Alliance Health
Services Management Competency Model, version 2.0 have
been used to set up this course. Upon successful completion of
this course, each student will be able to demonstrate the
following objectives & competencies:
Assessment Methods
Human Resources
- Readings Reflections
- Case simulation analysis &
in-depth discussion
Human Resources
- Readings Reflections
- Case simulation analysis &
in-depth discussions
Health Care Workforce
- Readings Reflections
- Health Care Workforce
- Human Resources
- Readings Reflections
- Case simulation analysis &
- Critical Thinking/Decision
- Readings Reflections
Making, Communication Skills - Case simulation analysis &
in-depth discussions
-Communication Skills
- Case Simulation Discussion
Assignments and Grading Criteria
Simulation Quiz
The first task for simulation assignments is to learn the
simulation well enough to be able to fully participate and
make effective decisions. To learn the game, students
need to read the Student Manual chapters 1-5 several
times. The simulation quiz consists of 15 multiple choice
or true/false questions available on the simulation
website. It is timed for 15 minutes – “which participants
indicate is quite sufficient for 15 objective questions.”
This is due by Sunday May 25, 11:59 pm.
Simulation Goal
Each week you are expected to submit your HR decisions
for the quarter. Most weeks these decisions are due by
Thursday and Sunday 11:59 pm and you will be able to
see the outcomes of your decisions within 24 hours. It is
your responsibility to keep a careful watch of the
quarterly due dates and submit your decisions within
the assigned timeframe. If you cannot meet a deadline,
then you must find a colleague or friend to submit
your decisions. Note there are three free weeks for
reflections throughout the semester. If you miss a
deadline, there is a $400,000 penalty and the KPIs and
BRs are impacted negatively. If this happens to you,
don’t give up, as you have a total of 12 quarters to reach
significant strategic outcomes.
Each quarter ranking is based on the percentage of
change for all seven outcomes and then compares the
scores of everyone in the course. These rankings reflect
the degree of improvement in outcomes from your
decision making with human resources management. As
the outcomes of your decisions are studied, your
knowledge of human resources should improve and your
rankings reflect this. In real life, executives are always
compared to their peers and the outcomes are important.
However, for this learning experience I will just grade
you by how close you come to the targeted outcomes
for both quarters 8 and 12 (end of year 2 and 3). Note
that the first quarter is relatively easy and the next
quarters have internal consulting projects (ICPs) which
will add to the difficulty of effective decision making.
Carefully monitor yourself regarding when your
decisions are due and your budget figures.
Grading Criteria:
Grades at Quarter 8 and 12:
Reach at least 4 stretch goals - 42 points
Reach all goals - 38 points
Reach at least 4 goals - 36 points
Going in right direction for at least 4 goals; participated
every quarter – 34 points
Participated in 3 of 4 quarters – 31 points
Note: Just as in real life, if your end-of- year
expenditures go above the given allotment for years 2 and
3, there will be a penalty of 5 points. The budget is $1.3
million in year 1, $1.4 million in year 2, and $1.5 million
in year 3.
Annual Reflection
There are three times in the semester that we will reflect
on our learning with this simulation. Each simulation
discussion consists of a short essay answering the specific
questions below (about 1-2 pages); reading your class
mate’s essays and providing discussion comments on one
peer’s essay. All essays need to be discussed, so students
contributing to the discussion at the end of the week need
to discuss those essays not yet addressed.
Year 1 simulation essay & discussion: In this essay
review your seven outcomes and discuss one of the most
positive outcomes and one of the lowest outcomes.
Provide your thoughts on why you think you achieved the
outcomes you did. This essay is due by the assigned
Thursday (11:59 pm) in the discussion folder.
Your discussion is due by the following Sunday (11:59
pm) and should identify areas of agreement and
disagreement (or doubt) with selected parts of the essays
provided by at least one class mate. Empirical
(research) support for each peer discussion is required.
This includes referencing the support in your discussion
and attaching the article in the discussion file. This is due
by Sunday (11:59 PM) in the discussion folder.
Year 2 simulation essay & discussion: This essay
identifies your selected practice for the ICP with the most
positive outcome and the selected practice for the ICP
with the worst outcome.
Your discussion is due by the following Sunday (11:59
pm) and should identify areas of agreement and
disagreement (or doubt) with selected parts of the essays
provided by at least one class mate. Empirical
(research) support for each peer discussion is required.
This includes referencing the support in your discussion
and attaching the article in the discussion file. This is due
by Sunday (11:59 PM) in the discussion folder.
Year 3 simulation discussion: This essay identifies your
selected practice for the ICP with the most positive
outcome and the selected practice for the ICP with the
worst outcome. Since there will be no discussion this last
time, empirical (research) support for each outcome
(most positive and worst outcome) is required. This
includes referencing the articles’ findings, noting citation
in APA format and attaching the article in the discussion
file. This is due by July 23 in the discussion folder.
Required Grading Elements:
Essay for year 1 and 2: a) thoroughly addresses each
required topic; b) reveals solid understanding of the
selected HR topics; c) provided in professional
grammatical format & clear organization. Essay for year
3 includes empirical support for positive and negative
Discussion for year 1 and 2 to one peer includes:
a)areas of agreement; b) areas of disagreement (or doubt);
c) solid understanding of the HR topics; d) professional
grammatical format & clear organization
Empirical support includes: a) referencing the complete
findings of the article; b) noting the qualifications of the
author or validity of study; c) attaching a pdf file of the
article (website links not acceptable)
Module Reflections
These are answers to questions from the assigned
textbook chapters. Each module has several questions in
which students select just 4 questions per module to
answer (often there is an alternative field option which
can substitute for two specific questions). The reflection
is typically a 2- 5 page typed report and is due by 11:59
PM on assigned Thursday evenings.
Required Grading Elements:
- all assigned questions answered in depth
- each answer is supported by textbook page notation
- each answer is supported by at least one journal article
or professional association document referencing the
complete findings of the article; noting the qualifications
of the author or validity of study; provide the full
reference, using APA citation style, at end of document
- article is attached as pdf document (website links not
Grading Distribution
Simulation Quiz
Annual Reflection Discussions (30 x 3)
Module Reflections (20 x 5)
Q8 goal/ stretch goals
Q12 goal/ stretch goals
Total points
Grading Scale:
90 – 100%
80 – 89%
70 – 79%
60 – 69%
Grading Philosophy:
In this course points are earned based on your performance.
Do not expect to earn 100% of the points for any
assignment unless you deliver an outstanding document,
above the specific requirements. Your work is evaluated
based on the rubrics given in this syllabus. Outstanding
work would have all required components and reveal extra
depth and comprehensiveness, extra support for your
statements and recommendations, as well as professional
writing, editing and formatting.
Weekly Schedule
Simulation Assignments
May 19 – 25
Simulation Quiz – due May 25
Other Course Assignments
May 26 – June 1
(Holiday- May 26)
Quarter 1 – due May 29
Module 1 An Overview of Human
Resources Management – due May
Quarter 2, ICP ethics &
conflict resolution – due
June 1
June 2 – June 8
Quarter 3, ICP suicide
attempt & social media
policy – due June 5
Module 2 Healthcare Workforce –
due June 5
Quarter 4, ICP employee
layoff & Gamification (Beta)
– due June 8
June 9 – June 15
First Year Reflection
First year essay due June 12 and
discussions due June 15
June 16 – June 22
Quarter 5, ICP harassment
& innovation engagement
due June 19
Module 3 Job Analysis ->
Retention – due June 19
Quarter 6, ICP
organizational climate &
discrimination due June 22
June 23 – June 29
Quarter 7, ICP learning
organization & recruitment
effectiveness-- due June 26
Module 4 Legal, Regulatory and
Organized Labor Issues due June
Quarter 8, disaster planning
& selection process due June
June 30 – July 6
(Holiday July 4 =
Second Year Reflection
Second year essay due July 3 and
discussions due July 6
July 7 – July 13
Quarter 9, ICP self-service
portal & stress management
due July 10
Module 5 Staff Development, Fiscal
Compensations and Other Benefits
due July 10
Quarter 10, ICP union
activity & retirement
planning due July 13
July 14 – 20
Quarter 11, ICP health &
sustainability due July 17
Quarter 12, ICP 15 and 20
generational diversity&
evaluation of HR programs
due July 20
July 21 – July 27
Third Year Reflection due
Third year essay due July 23- No
Discussions – enjoy the end of
Chapter 1 Strategic Human Resources Management - answer 2 questions below OR
select OPTION Real World-1
1. What are organizational advantages of integrating strategic management and human
resources management? What are the steps involved in such an integration?
2. List factors under the control of healthcare managers that contribute to the decrease in
the number of people applying to health professions schools. Describe the steps that
healthcare organizations can take to improve this situation.
3. In what sense are all healthcare executives human resources managers? How can
executives best prepare to perform well in this HR function?
Option Real World-1
Identify three healthcare organizations on the latest Fortune best companies list. Next,
visit the websites of these organizations, and review the posted information from the
perspective of a perspective job applicant. Then, as a potential employee, answer the
1-What information on the websites most interested you, and why?
2- Which organization’s website is best, and why?
3-Based on the information posted on these websites, what are the implications for you as
a future healthcare executive who will be planning and implementing HRM practices?
4-What information will you include on your organization’s website that will attract and
retain employees?
Website recommendation for both options:
Chapter 12 Trends and the Future – answer the following 2 questions
1. Which of the specific environmental and organizational HR challenges identified in
this chapter will be most important in healthcare in the next 20 years? Use interviews
with current healthcare administrators, as well as current articles, in your answer.
2. Most HR executives in healthcare do not have a major responsibility for achieving top
management priorities such as improving productivity, quality of care, cost containment,
customer service, and financial performance. What do you think are some of the reasons
for this gap? Outline several ways that an HR department can align its practices with the
strategic goals of the organization.
Chapter 2 – answer 1 of the following questions
1. How has managed care affected the healthcare professions?
2. Describe non-physician practitioners who provide primary care (their services and
outcomes). What is their role in the delivery of health services?
Chapter 3 answer 3 of the following questions
1. Have federal anti-discrimination gone too far? Should public policy in the United
States seek a return to employment-at-will?
2. What does public policy exception to employment-at-will mean?
3. Under what circumstances would you use a progressive discipline process? When
would you choose not to use such a procedure?
4. Given the great risks to the public that can result from the work of an impaired
healthcare worker, should random drug testing be used in all healthcare organizations?
MODULE 3 ANALYSIS, RECRUITMENT, RETENTION & DEVELOPMENTChapter 4 Job Analysis and Job Design – select one of the following questions or see
Option Real World-2 below.
1. Refer to the work team types in Exhibit 4.4. What types of work teams are most
appropriate for achieving which objectives in the healthcare industry? Cite at least one
successful team effort in healthcare.
2. Select one healthcare position with which you are familiar. What work schedule
innovations make the most sense for this position? Why?
Chapter 5 Recruitment, Selection, and Retention – select two of the following
1. Given two equally qualified job applicants – one from inside and one from outside the
organization – how would you go about deciding which one to hire?
2. Some organizations are unable to pay market rates for certain positions. What advice
do you give such an organization about possible recruitment and retention strategies?
3. The use of work references is increasingly viewed as unreliable. How can employers
legally and ethically obtain information about an applicant’s past performance? What
measures can be taken to verify information contained in a job application or resume?
Chapter 6 Organizational Development and Training – answer the following one
question or see Option Real World-2 below
1. Using the ADDIE model discussed in this chapter, design a training program that
addresses the customer service expectations of walk-in patients in the emergency
department. Include an evaluation process that answers the following questions:
a. What method will you use to evaluate the knowledge transfer?
b. How will you know whether or not you met your training objective?
Option Real World-2 (This can replace one question from chapter 4 and one
question from chapter 6)
Review Case #1, page 152 to 153 and answer the following questions:
1. What two options of interventions would you recommend?
2. Defend your preferred option and include a timeline for this plan.
Chapter 7: Performance Management- answer the following two questions or Option
Real World-3
1. What is the relationship between performance management and continuous quality
2. What are the advantages and disadvantages to including discussions of compensation
during a performance management interview?
Option Real World-3
Describe a method by which teamwork may be assessed in the performance management
process in the experiential exercise of Summit River Nursing Home (p. 178-179)
Chapter 8: Compensation Practices, Planning, and Challenges – select two questions
to answer.
1. Suppose you are a staff nurse in a hospital that uses an incentive compensation
system. Do you have an obligation to disclose the nature of the compensation
arrangement to patients? If so, how should this information be communicated and by
whom? Repeat the same question if you are a hospitalist working in a hospital that uses
an incentive compensation system – with pressure to discharge as early as possible. You
have many elderly patients who clearly don’t feel comfortable going home so early after
their surgeries, but you also have financial pressure. What is your obligation to the patient
and to the hospital administrator?
2. How will you design a team-based compensation system such that free riders (or
loafers) on the team cannot take advantage of the system?
3. For a four-person surgical group, what kind of formula may be devised to fairly and
consistently measure and reward productivity? What changes may be needed if one
surgeon decides to perform more office work and less surgery?
Chapter 9 Employee Benefits
1. Describe the concept of total compensation. Why is it important?
2. In designing a benefits plan, what are the most important considerations for an
Chapter 10 – answer the following question or see Option Real World-4
1. In addition to workplace preparedness, what other types of preparedness efforts can be
promoted at healthcare institutions?
Chapter 11 - answer the following question or see Option Real World-4
1. Explain the potential far-reaching impact of the NLRB ruling on nursing supervisors.
Will this ruling have a chilling effect on nursing unions?
Option Real World-4 – answer instead of questions from chapters 10 and 11
Complete exercises 3 and 4 for a healthcare organization of your choice (pages 280-281)