CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
HEALTH CARE ADMINISTRATION PROGRAM
Spring 2016
1.10.16 Update
(Subject to Change)
HCA 410 – Health Care Management and Organization
Instructor: Brenda Freshman, PhD
Course: 6065
Campus Phone: 562/985-1962
Section: 3
Campus Office Hours: Mon. 4-6pm, Tues. 2:30Class Meets: Thursdays 4 - 6:45pm
3:30pm & by appt.
Class Room: HHS1-204
Office Location: HHS-08 Bungalow
Additional Contact Information:
Best Method for Contact Email:
HCA Program Administrative Coordinator:
brenda.freshman@csulb.edu
Deby McGill, deby.mcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
Course/Catalog Description
Prerequisites: Open to Health Care Administration majors only. Prerequisite/Corequisite: HCA 300.
Introduction to health care management practices and concepts. Planning, decision-making, influencing,
controlling, effecting change. Effects of environment, technology and human behavior on organizational design.
Letter grade only (A-F). (Lecture)
Syllabus and assignments may change depending on availability of guest speakers, class size and needs.
Changes will be announced in class and posted on BeachBoard – check for updates.
Course Outcomes, Competencies, and Assessments.
The Health Care Administration Department has adopted a competency-based curriculum, based on the
American College of Health Care Executives (ACHE) Competencies Assessment Tool and the Healthcare
Leadership Alliance (HLA) Competency Directory. This course is designed to develop competencies in HLA
Domain 5, General Management, HLA Domain 2, Leadership Skills and Behavior, HLA Domain 1,
Facilitation, and HLA Domain 3, Personal and professional accountability. The chart below describes course
outcomes and how they will be met and measured.
Learning Objective
Domain
Competency
Activity (A1), Assignment
(A2) or Assessment (A3)
Define the functions of management in
a health care setting;
5
General
Management
In Class exercises; reflection,
application activities for each
major function, exam questions
Identify and discuss major behavioral
science principles related to leadership
2
Leadership Skills
and Behavior
Plan and conduct effective meetings
1
Facilitation
Reading, competency and
personality assessments and
debrief activities, reflection
essays.
Reading, Conducting Meetings,
Role Plays & Team assignments
Work effectively as a team member or
leader
3
Personal and
professional
accountability
HCA 410 Spring 2016
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Team presentation assignment
and peer feedback
CLASS SCHEDULE AND ASSIGNMENTS
*Look on Beachboard for most recent due date updates*
Session # Date
Topic
Reading Assignments
1 Jan. 21
Course Introduction
Syllabus, Course Assignment
Descriptions
 Review syllabus, ask questions.
 In Class Exercise (ICE)
2. Jan. 28
Organizational Effectiveness
Organizational Design
Accountable Care Organizations
(ACO's)
Developing Self-awareness
Course Reader Chapter 1 & 2
Supplemental Articles and
URLs posted on Beachboard
 2 On-Line Quizzes
 In Class Exercise (ICE)
Course Reader Chapters 3
Time and Stress Management
Mindful Awareness Training
Building Relationships
Form Presentation Teams
Course Reader Chapter 4








Cultural Competency and
Diversity
Articles Posted on Beachboard
 On-line Quiz
 In Class Exercise (ICE)
 Professional Association
Membership Scan and post receipt
to Drop box (2/24)
 Ethics Game Complete (Feb. 29)
 Inventory & Simulation completed
on-line (Monday, Feb. 29).
 In Class Exercise (ICE)
 On-Line Quiz
 Team Planning
 In Class Exercise (ICE)
 2 On-Line Quizzes
 In Class Exercise (ICE)
 Discuss Role Play
 On-Line Quizzes
 In Class Exercise (ICE)
 Team Agenda Due to
Dropbox 3/23
3. Feb. 4
4. Feb. 11
5. Feb. 18
6. Feb. 25
Course Reader Chapter 5
Guest Speaker: TBD
7. March 3
Ethics in Healthcare
Administration
Ethics Game Inventory
Ethics Game Simulation
8. March 10
Managing Conflict
Course Reader Chapter 8
9. March 17
Conducting Effective Meetings
Making Oral and Written
Presentations
Motivating Others
Team meeting
Course Reader Chapters 10 &
11
10. March 24
March 31
Course Reader Chapter 7
Assignment,
Deliverable &
Activities
On-Line Quiz
In Class Exercise (ICE)
Complete on-line profile by
11:59pm Feb. 3
On-Line Quiz
In Class Exercise (ICE)
On-Line Quiz
In Class Exercise (ICE)
Spring Break
11. April 7
Building Effective Teams
Planning/Organizing strategies and
tactics
Course Reader Chapter 9
 On-Line Quiz
 In Class Exercise (ICE)
 Team plan flow chart due to
dropbox 4/6 @ 11:59pm
12. April 14
Gaining Power and Influence
Team Presentation 1 : ACO’s
Course Reader Chapter 6
 On-Line Quiz
 In Class Exercise (ICE)
13. April 21
Leadership in Healthcare
Governance
Team Presentation 2: Cultural
Competency for Health
Articles Posted on
Beachboard
 Assigned Reading Exercise OnLine
 In Class Exercise (ICE)
 Team 1 Individual Write Up
HCA 410 Spring 2016
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Professionals
14. April 28
Team Presentation 3: Motivating Health care professionals
Team Presentation 4: Ethical Decision Making
due to Dropbox 4/20 and Hard
Copy in Class. 4/21.
 Peer Feedback (ICE)
Role Play Due to Dropbox 4/27
Team 2 Individual Write Up
due to Dropbox 4/27 and Hard
Copy in Class 4/28.
15. May 5
Team Presentations 5:
Interdisciplinary Healthcare Teams
Team Presentation 6:
Healthcare Leadership
16. May 12
Final Schedule
Role Play Conducted in Class
 Peer feedback (ICE)
 Teams 3 and 4 Individual Write Up
due to Dropbox 5/4 and Hard Copy in
Class 5/5
 Role Play Reflection Sheets
 Teams 5 and 6 Individual Write
Up due to Dropbox 5/11 and hard
copy in class 5/12.
**Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced in
class, via email and on the beachboard. It is a student’s responsibility to remain updated on course changes.
Text(s) and other course materials
A. Custom Book HCA 410 (available only at the bookstore, or E-text through publisher)1
B. Ethics Game Simulation and Inventory ($31.50) to be purchased through on line portal; instructions posted in "course
content" on BeachBoard.
C. Articles listed in bibliography, supplied by instructor, posted on BeachBoard or distributed in class. If you miss a
class lecture it is your responsibility to procure materials distributed.
D. APA manual (6th Edition) is in the library under general reference.

Other Requirements: E-mail address and Internet access to use the online BeachBoard course software
system. If you have trouble with registration, contact the CSULB Technology Help Desk by phone at 562985-4959 via e-mail at helpdesk@csulb.edu or in-person at the North Campus Center. NOTE: Use Internet
Explorer as your browser for BeachBoard
(continued on next page)
1
If you purchase an e-textbook you will not be able to use it for open book exams, but you may use anything you are able
to print out from the text.
HCA 410 Spring 2016
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Methods of Evaluation(Due dates posted on Beachboard Course Content and related links)
Assignment (due date)
On-Line Quizzes .................................................................... 10 X 11
Sign In Sheet …………………………..…...........…….........1 X 14
In Class Exercises (most sessions)……..………...................15 X 6
Prof. Dev. Assignments
 On-line profile and photo (5 pts)
 Prof. Association Membership (5 pts) 
Ethics Game Inventory
Ethics Game Simulation
Team Flow chart
Team Agenda Assignment
Role Play assignment
Presentation (team)
Individual Presentation Write-Up (40 pts) & Peer Feedback Survey (10 pts)
Total
Pts.
110
15
90
10
25
25
5
10
30
40
50
410
Grade Thresholds
A = 90% + points
B = 80-89% points
C = 70-79% points
D = 60-69% points
F = 59% - points
Assignment Descriptions – Due dates and updates are posted on Beachboard. It is the responsibility of
each student to regularly check beachboard updates.
1. On-Line Quizzes –modules will have a ten item quiz to be completed as "homework" by due dates posted on
Beachboard. Links and instructions will be posted on course content at least 1 week before due date.
2. In-Class Exercises (ICEs) During most in class sessions there will be an exercise and a written deliverable
associated with it. Sometimes these will be team activities; in those cases everyone on the team will receive the
same score.
3. Ethics Game Inventory & Simulation* - "The Ethical Lens Inventory™ (ELI) is a personal evaluation tool
designed to help students understand the values that influence their choices. It identifies how they prioritize values when
making ethical decisions. By understanding what values are most important to them and what values are most important to
the other parties involved in an ethical situation, they can minimize unnecessary conflict, make better ethical decisions,
and live their values with confidence and integrity."
"EthicsGame simulations teach students how to recognize ethical situations, analyze multiple options for action, identify
the best solution, pause for reflection and communicate the solution to interested stakeholders.
Performance data supports at least three learning outcomes:
HCA 410 Spring 2016
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■Students view an ethical dilemma from multiple perspectives
■Students learn to consider stakeholder impact while making an ethical decision
■Students articulate their own process for making a decision in a written assignment"
The instructions for purchasing these course materials are posted on Beachboard in the "Ethics Module" on course
content.
( *Source: http://www.ethicsgame.com/exec/site/index.html)
4. Team Presentations and Individual Write Ups
 Team Presentation: During the course you will be forming teams to create and deliver a presentation
demonstrating your acquired knowledge about management processes and healthcare organizations. At
the end of the course you will be giving a team presentation. As part of learning and demonstrating the
management skill of “delegation” and the art of “division of labor,” each team member will be
responsible for 1 or more aspects of the team presentation. This will be determined in your team setting
by team members. The presentation should demonstrate concepts, skill sets and theories presented in
course and/or relevant to the course material and objectives, with new information from the research
literature not found in either text. These presentations will be 30 minutes approximately (precise timing
will be discussed in class session). Grading is based on content, clarity and style of presentation, and the
degree of class involvement your presentation encourages. An anonymous team rating form will be used
to rate your team members. Class members will participate in rating each team presentation.

Individual write-up. The individual presentation “write up” will be on your segment of the team responsibilities.
This document should be unique and differentiated from your other team members. It will include an executive
summary of what you learned, your area of responsibility, methods, research (minimum of 3 unique resources,
cited APA style), team assessment and a critical thinking article analysis of one of your unique research resources.
Grading is based on: Adherence to format, clarity of writing, use of proper grammar, organization of the material,
your critical insights and your ability to clarify and support your conclusions.
5. Participation, Attendance and Preparation. You are expected to engage with the material, ask
questions, respond with answers and participate fully in the class session. In order to do this you need to
be in class. There will be an attendance roster that you must sign each session to be eligible for this
point each class session. You are expected to have read the assigned readings before the class session, to
be prepared to comment on the material (including the exercises) and to actively participate in class
discussions. Lectures will cover highlights of the reading and include supplementary information. If you
have trouble understanding what you read or hear, please ask for clarification in class or make an
appointment to discuss the problem area(s). Disabled students requiring special accommodations, please
advise instructor.
Course Attendance policy conforms to University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.
6. Role Play Assignment - You will read an article (posted on Beachboard) that presents various conflict
management scenarios in healthcare. Select a scenario and compose a "Role Play," involving 2 actors.
Templates and Instructions are posted on the beachboard portal in "content."
7. Team Meeting Agenda – your team will put together an agenda for a structured team meeting to be
conducted during an in-class session. Each and every team member must individually upload their team
meeting agenda by the due date to earn points for the assignment.
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8. Networking/Professional/Technical Skills Development: You earn points by developing a social media
professional profile and participating in healthcare professional organizations, including HCA Student Forum
and CSULB Career Development Center workshops. 5 points for a complete BeachBoard profile (with your
photo); 5 points for joining an organization (see due date on beachboard dropbox); See HCA Dept. website for
healthcare administration professional organizations; HCASF will count for this assignment, but not limited to.
9. Class attendance is critical.
Each unexcused absence will lose 7 points for the day, per the grading assignments identified above. 6 pts lost
for the in-class exercise, 1 pt lost for sign-in. There will be no make-up opportunities for unexcused absences.
Excused absences will have the opportunity for a make-up assignment to regain the 7 lost points. Excused
absences must conform to university policy. THERE WILL BE NO EXCEPTIONS. Make-up assignments and
documentation for excused absences must be turned into the professor within 2 weeks of the absence date. It is
the student’s responsibility to provide documentation and meet with the professor for to obtain the make-up
assignment.
Attendance policy conforms to University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.
10. Extra Credit:
 Up to 5 extra credit points maximum
 Occasional extra credit opportunities might arise, to be posted on Beachboard and announced in class.
11. Performance Expectations and Deadlines. Assignments are due on the date specified. Depending on
the assignment, some Late assignments might be accepted at a loss of 10% of points for each day past the
deadline. ***NO LATE acceptance for on-line Reading assignments (ARE's) and mini- quizzes will NOT be
eligible for points. These assignments are due by posted due date.
12. Withdrawal policy. Per University policy; see:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after 2nd
week and before final 3 weeks “permissible for serious and compelling reasons;” instructor will evaluate
student withdrawal requests on a case by case basis.
13. Classroom Rules
Turn off and put away cell phones or other electronic devices before class begins. Laptops in classroom
perimeter seats only. Violation of this policy will result in 1. First time per semester "verbal warning," 2.
2nd time excused for class session that day and written warning, 3rd time per semester 5 points deducted
from course score and each violation thereafter.
Arrive early, be ready for class in seat at 8:00am (sign-in sheet will be available until 8:00 am)
Actively participate in all classroom activities and discussions.
Be respectful of others’ opinions and perspectives.
You are responsible for ALL assignments and are expected to have read the chapter prior to attending
the lecture.
Check BeachBoard and my management lab regularly, including the gradebook. If there is any
discrepancy between the posted grades and your records, advise the instructor immediately.
CSULB catalog rules apply in this classroom.
HCA 410 Spring 2016
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14. Student Responsibilities and University Policies
Cheating and Plagiarism. Please be aware of and ensure that your behavior conforms to University
Policy, as contained in the California State University, Long Beach Policy Statement 80-01:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02.
Disabilities must be verified by the University. Instructor may require confirmation of disability and
evaluation of accommodation request from Disabled Student Services. A reminder that it is the student's
responsibility to notify the instructor in advance of the need for accommodations of a university verified
disability”
Withdrawal policy. Withdrawal is the responsibility of student. Per University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after
2nd week and before final 3 weeks is “permissible for serious and compelling reasons;” instructor will
evaluate student withdrawal requests on a case by case basis.
Communications: Students are expected to check email and BeachBoard accounts regularly for class
announcements and their standing in the course.
University Policy Statements:
A. Statement of Non-discrimination
California State University, Long Beach is committed to maintaining an inclusive learning community that values
diversity and fosters mutual respect. All students have the right to participate fully in university programs and
activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have
been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such
as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national
origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity & Diversity
at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed/.
B.
Statement of Accessibility
http://www.csulb.edu/divisions/aa/academic_technology/itss/course_materials/accessibility/
1.
Accommodation
It is the student’s responsibility to notify the instructor in advance of the need for accommodation of a university
verified disability (PS 11-07, Course Syllabi and Standard Course Outlines).
Students needing special consideration for class format and schedule due to
religious observance or military obligations must notify the instructor in advance of those needs.
Students who require additional time or other accommodation for assignments must secure verification/assistance
from the CSULB Disabled Student Services (DSS) office located at 270 Brotman Hall. The telephone number is
(562)985.5401.
Accommodation is a process in which the student, DSS, and instructor each play an important role. Students contact
DSS so that their eligibility and need for accommodation can be determined. DSS identifies how much time is
required for each exam. The student is responsible for discussing his/her need with the instructor and for making
appropriate arrangements. Students who are eligible to receive accommodation should present an Accommodation
HCA 410 Spring 2016
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Cover Letter and a DSS Student/Teacher Testing Agreement Form to the instructor as early in the semester as
possible, but no later than a week before the first test. (It takes one week to schedule taking an exam at the DSS
office.) The instructor welcomes the opportunity to implement the accommodations determined by DSS. Please
ask the instructor if you have any questions.
C.
Cheating and Plagiarism (CSULB Catalog, AY 2010-2011, pp. 50-52)
1. “Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one’s own,
without giving credit to the source. Examples of plagiarism include, but are not limited to, the following: the
submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements,
facts or conclusions [which] rightfully belong to another; in written work, failure to use quotation marks when
quoting directly from another, or close and lengthy paraphrasing of another’s writing or programming.”
2. “Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for
work by the use of any dishonest, deceptive or fraudulent means. Common examples of cheating during an
examination would include, but not be limited to the following: copying, either in part or in wholes, from another
test or examination; giving or receiving copies of an exam without the permission of the instructor; using or
displaying notes; “cheat sheets,” or other information or devices inappropriate to the prescribed test conditions;
allowing someone other than the officially enrolled student to represent the same.”
3. “Faculty choices for confirmed plagiarism include:
a. Review- no action; and/or
b. An oral reprimand with emphasis on counseling toward prevention of further occurrences; and/or
c. A requirement that the work be repeated; and/or
d. Assignment of a score of zero (0) for the specific demonstration of competence, resulting in the proportional
reduction of final course grade; and/or
e. Assignment of a failing final grade; and/or
f. Referral to the Office of Judicial Affairs for possible probation, suspension, or expulsion.”
D.
Campus Behavior
1. “Civility Statement- Civility and mutual respect toward all members of the University community are
intrinsic to the establishment of
excellence in teaching and learning. The University espouses and practices zero tolerance for violence
against any member of the University community. A threat of violence is an expression of intention that
implies impending physical injury, abuse, or damage to an individual or his/her belongings. All
allegations of such incidents will be aggressively investigated. Allegations that are sustained may result in
disciplinary action up to and including dismissal from employment,
expulsion from the University, and/or civil and criminal prosecution.” (CSULB Catalog, AY 2010-2011,
p. 743).
2. Classroom Expectations- All students of the California State University system must adhere to the Student
Conduct Code as stated in Section 41301 of the Title 5 of the California Code of Regulations as well as all
campus rules, regulations, codes and policies. Students as emerging professionals are expected to maintain
courtesy, respect for difference, and respect for the rights of others
3. Unprofessional and Disruptive Behavior- It is important to foster a climate of civility in the classroom where all
are treated with dignity and respect. Therefore, students engaging in disruptive or disrespectful behavior in class
will be counseled about this behavior. If the disruptive or disrespectful behavior continues, additional disciplinary
actions may be taken.
15. Additional Assigned Readings, Posted on Beachboard with Corresponding Modules
HCA 410 Spring 2016
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Dotson, E., Nuru-Jeter, A., & Brooks-Williams, D. (2012). Setting the stage for a business case for leadership diversity in
healthcare: History, research, and Leverage/PRACTITIONER APPLICATION. Journal of Healthcare
Management, 57(1), 35-44; discussion 45-6. Retrieved from
http://search.proquest.com/docview/920291660?accountid=10351
Gamble, M. (2013, June). ACOs: The least-agreed-upon concept in healthcare? Becker’s Hospital Review, 2013 (6), 1, 1214.
Gertner, E., Sabino, J., Mahady, E., Deitrick, L., Patton, J., Grim, M., Geiger, J., Salas-Lopez, D., & Brown, M. (2010).
Developing a Culturally Competent Health Network: A Planning Framework and Guide/PRACTITIONER
APPLICATION. Journal of Healthcare Management, 55(3), 190-204; discussion 204-5.
Grant, S. (2010). Diversity in Healthcare: Driven by Leadership. Frontiers of Health Services Management, 26(3), 41-4;
discussion 53-6.
Lowrey, A. (2013, April 23). A health provider strives to keep hospital beds empty. New York Times. Retrieved from:
http://www.nytimes.com/2013/04/24/business/accountable-care-helping-hospitals-keep-medical-costsdown.html?pagewanted=all&_r=0.
Snowdon, S. (2013). Equal and respectful care for LGBT patients. Healthcare Executive, 28(6), 52-55.
Stefl, M. E., PhD., & Bontempo, C. A. (2008). Common competencies for all healthcare managers: The healthcare
leadership alliance Model/PRACTITIONER APPLICATION. Journal of Healthcare Management, 53(6), 360-73;
discussion 374. Retrieved from http://search.proquest.com/docview/206729682?accountid=10351.
*U.S. Department of Health and Human Services, Health Resources & Service Administration (DHHS/HRSA). (2010,
June 22). OPTN/UNOS Ethics Committee: Ethical principles to be considered in the allocation of human organs.
Retrieved from: http://optn.transplant.hrsa.gov/resources/bioethics.asp?index=10.
'Upsetting the Natural Order': Managing Employees Old Enough to Be Your Parents: Knowledge@Wharton”. (2010,
September 1). Retrieved from: http://knowledge.wharton.upenn.edu/article.cfm?articleid=2577.
Verhezen, P. (2010). Giving Voice in a Culture of Silence. From a Culture of Compliance to a Culture of
Integrity. Journal of Business Ethics, 96(2), 187-206.
Supplemental Resources:
Journal Articles
Casali, G., & Day, G.. (2010). Treating an unhealthy organizational culture: the implications of the Bundaberg
Hospital Inquiry for managerial ethical decision making. Australian Health Review, 34(1), 73-9.
Chullen, C., Dunford, B., Angermeier, I., Boss, R., Boss, A., & Kirby, J.. (2010). Minimizing Deviant Behavior
in Healthcare Organizations: The Effects of Supportive Leadership and Job Design/PRACTITIONER
APPLICATION. Journal of Healthcare Management, 55(6), 381-398.
Dreachslin, Hunt, Sprainer, & Snook Jr. (1999). Communication patterns and group composition:
Implications for patient-centered care team effectiveness / Practitioner response. Journal of Healthcare
Management, 44(4), 252-66; discussion 266-8.
HCA 410 Spring 2016
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Deshpande, S., & Joseph, J.. (2009). Impact of Emotional Intelligence, Ethical Climate, and Behavior of Peers
on Ethical Behavior of Nurses. Journal of Business Ethics, 85(3), 403-410.
Edmondson, Bohmer, & Pisano. (2001). Disrupted routines: Team learning and new technology implementation
in hospitals. Administrative Science Quarterly, 46(4), 685-716
Feng, & Manuel. (2008). Under the knife: a national survey of six sigma programs in US healthcare
organizations. International Journal of Health Care Quality Assurance, 21(6), 535-547.
Freshman, & Rubino. (2004). Emotional Intelligence Skills for Maintaining Social Networks in Healthcare
Organizations. Hospital Topics, 82(3), 2-9.
Schlosser, J. (2014). The management springboard: Eight ways to launch your career as a healthcare leader.
Journal of Healthcare Management / American College of Healthcare Executives, 59(1), 14-16
Oliver Groene, Daan Botje, Rosa Suñol, Maria Andrée Lopez, and Cordula Wagner
A systematic review of instruments that assess the implementation of hospital quality management systems
Int J Qual Health Care first published online August 22, 2013 doi:10.1093/intqhc/mzt058
Kaissi, A., Begun, J., & Nelson, T.. (2008). Strategic Planning Processes and Hospital Financial
Performance/PRACTITIONER APPLICATION. Journal of Healthcare Management, 53(3), 197-208;
discussion 208-9.
Malvey, D.. (2010). Unionization in Healthcare Background and Trends. Journal of Healthcare
Management, 55(3), 154-7. Retrieved November 1, 2010, from ABI/INFORM Global. (Document
ID: 2052740331).
Rangel, E.. (2009). Clinical Ethics and the Dynamics of Group Decision-Making: Applying the Psychological
Data to Decisions Made by Ethics Committees. HEC Forum, 21(2), 207-28.
Wicks, St Clair, & Kinney. (2007). Competing Values in Healthcare: Balancing the (Un)Balanced
Scorecard/PRACTITIONER APPLICATION. Journal of Healthcare Management, 52(5), 309-23; discussion
323-4.
Classic Books
Bennis, W., Spreitzer, G., & Cummings, T. (2001). The future of leadership. San Francisco: Jossey-Bass.
Blanchard, K. & Johnson, S. (2004). The one minute manager. New York: HarperCollins.
Cohen, N.H. (1999). The mentee’s guide to mentoring. Amherst, MA: HRD Press.
Covey, S.R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.
Drucker, P. (1986). Managing for results. New York: HarperCollins.
Evashwick, C. & Riedel, J. (2004). Managing long-term care. Chicago: Health Administration Press.
HCA 410 Spring 2016
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Hammer, M. & Champy, J. (2001). Re-engineering the corporation: A manifesto for business revolution. New
York: HarperBusiness.
Hurd, J. (2002). The everyday genius: Profiting from your strengths and making your weaknesses irrelevant.
Claremont, CA: Freedom Hills Press.
Katzenbach, J.R., & Smith, D.K. (1993). The wisdom of teams: Creating the high-performance organization.
New York: HarperCollins.
Kroeger, O., Thuesen, J.M. & Rutledge, H. (2002). Type talk at work: How the 16 personality types determine
your success on the job. New York: Dell Publishing.
Kouzes, J.M. & Posner, B.J. (2002). The leadership challenge. San Francisco: Jossey-Bass.
Maxwell, J.C. (1999). The 21 indispensable qualities of a leader : becoming the person that people will want to
follow. Nashville, TN: Thomas Nelson, Inc.
Stephen Shortell, Arnold Kaluzny, Health Care Management, Organization Design and Behavior. (5th
Edition) Thomson Delmar, 2006.
Academic Journals (partial list): Academy of Management Journal, Harvard Business Review, Public
Administration Review, Healthcare Executive, Journal of Healthcare Management; Frontiers of Health Service
Management, Administrative Science Quarterly, Journal of Applied Behavioral Science, Journal of
Organizational Behavior, Organizational Behavior and Human Decision Processes, Organizational Dynamics,
Academy of Management Review +….
Business Publications: Business Week, Fast Company, Fortune, Hospitals & Health Systems, Modern
Healthcare, Workforce Management (free subscription: www.workforce.com)
On-Line Resources:
Academy of Management http://www.aomonline.org/
American College of Healthcare Executives, ache.org
American Hospital Association, aha.org
Society for Human Resource Management web site http://www.shrm.org/
California Health Line, a service of California Health Care Foundation, daily Internet news on healthcare in
California, www.chcf.org
Journal of Science and Health Policy, www.scipolicy.net
National Information Center for Health Services Administration, www.nichsa.org (web links to American
College of Healthcare Executives, American Hospital Association, American Health Information Management
Association)
Harvard Business Review http://www.harvardbusinessonline.org
Commitment to Inclusion
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California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters
mutual respect. All students have the right to participate fully in university programs and activities free from discrimination,
harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual
violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation,
race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of
Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.
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Appendix E
CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010
The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific competencies, organized
into 5 domains (http://www.healthcareleadershipalliance.org/). CSULB’s Health Care Administration Department has
adopted these competencies as the basis for its curriculum, effective 2010. The domains are listed and defined below, with
the principal areas included in each domain. HCA graduates are expected to demonstrate competence in aspects of all
five domain areas.
Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with
internal customers, establish and maintain relations, and facilitate constructive interactions with individuals and groups.
A. Relationship Management
B. Communication Skills
C. Facilitation and Negotiation
Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and
successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA
model, leadership intersects with each of the other four domains.
A.
B.
C.
D.
Leadership Skills and Behavior
Organizational Climate and Culture
Communicating Vision
Manage Change
Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional
standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong
learning and improvement.
A. Personal and Professional Accountability
B. Professional Development and Lifelong Learning
C. Contributions to the Community and Profession
Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the
environment in which healthcare managers and providers function.
A.
B.
C.
D.
Healthcare Systems and Organizations
Healthcare Personnel
The Patient’s Perspective
The Community and the Environment
Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the
healthcare environment.
A.
B.
C.
D.
E.
F.
G.
H.
General Management
Financial Management
Human Resource Management
Organizational Dynamics and Governance
Strategic Planning and Marketing
Information Management
Risk Management
Quality Improvement
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