ARMSTRONG ATLANTIC STATE UNIVERSITY COLLEGE OF HEALTH PROFESSIONS MHSA 6650 – Human Resources Management in Health Care 3 graduate credit hours SUMMER 2014 This document is subject to alterations as the course develops Updated 5/21/14 INSTRUCTOR & FACILITATOR: COURSE MEETING TIME & LOCATION Janet Buelow, Ph.D. OFFICE HOURS: 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 meet. CONTACT NUMBERS: e-mail: janet.buelow@armstrong.edu Telephone: 912-344-3075 Secretary: 912-344-5480 Tech Support, Help Desk: 312-344-2518 helpdesk@armstrong.edu COURSE DESCRIPTION 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. REQUIRED BOOK & CASE SIMULATION 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. 1 Simulation game, “Managing Human Resources” at www.hrsimulations.com. Cost is $40.00. You will need a code, which can be found in your D2L email. COURSE STRUCTURE 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 challenging. The in-depth reflection and discussions, on your successful and unsuccessful HR practices, are due three times throughout the 2 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 organization. Identify fundamental productivity measures; compensation and benefit options; employee satisfaction & improvement measurements; motivational techniques; worker safety, security and employee health issues. 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: Competencies Assessment Methods Human Resources - Readings Reflections Management - Case simulation analysis & in-depth discussion Human Resources Management - Readings Reflections - Case simulation analysis & in-depth discussions Health Care Workforce - Readings Reflections - Health Care Workforce - Human Resources Management - Readings Reflections - Case simulation analysis & discussions - Critical Thinking/Decision - Readings Reflections Making, Communication Skills - Case simulation analysis & in-depth discussions -Communication Skills 3 - 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 Achievements 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. 4 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 Discussions 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 5 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 outcomes. 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 6 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 acceptable) 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 15 90 100 42 42 289 Grading Scale: 90 – 100% 80 – 89% 70 – 79% 60 – 69% Grading Philosophy: A B C D 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 Week Simulation Assignments May 19 – 25 Simulation Quiz – due May 25 7 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 29 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 26 Quarter 8, disaster planning & selection process due June 29 June 30 – July 6 (Holiday July 4 = Friday) 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 8 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 summer MODULE 1 OVERVIEW OF HUMAN RESOURCES MANAGEMENT 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 following: 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: http://www.greatplacetowork.com/bestcompanies/100-best-companies-to-work-for 9 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. MODULE 2 HEALTHCARE WORKFORCE & THEIR ENVIRONMENT 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 questions 10 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. MODULE 4 PERFORMANCE MANAGEMENT, COMPENSATION PRACTICES & EMPLOYEE BENEFITS 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 improvement? 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 11 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? MODULE 5 STAFF BENEFITS, HEALTH, SAFETY, AND PREPAREDNESS AND ORGANIZED LABOR 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 employer? 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) 12