CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
HEALTH CARE ADMINISTRATION PROGRAM
Fall 2015
08.12.15 Update
(Subject to Change)
Instructor:
HCA 410 – Health Care Management and Organization
Brenda Freshman, PhD
Campus Phone: 562/985-1962
Course: 6721
Section: 3
Class Meets: Tuesdays 4 - 6:45pm Campus Office Hours: Mon. 2-3:30pm, Tues. 2-
3:30pm, Wed. 2:30 - 3:30pm & by appt.
Office Location: HHS-08 Bungalow
Class Room: HHS1-204
Additional Contact Information:
HCA Program Administrative Coordinator:
Best Method for Contact Email: 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, critical commentary 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
Work effectively as a team member or leader
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1
3
Facilitation
Personal and professional accountability
Reading, competency and personality assessments and debrief activities, reflection essays.
Reading, Conducting Meetings,
Role Plays & Team assignments
Team presentation assignment and peer feedback

Session # -
Date
1 August 25
2. September 1
3. September 8
CLASS SCHEDULE AND ASSIGNMENTS
Topic
Course Introduction
Form Presentation Teams
Organizations, Organizational
Effectiveness
Organizational Design
Accountable Care
Organizations (ACO's)
Developing Self-awareness
Reading Assignments
Syllabus, Course Assignment
Descriptions
Course Reader Chapter 1 & 2
Supplemental Articles and
URLs posted on Beachboard
Course Reader Chapters 3
Assignment,
Deliverable &
Activities

Review syllabus, ask questions.

In Class Exercise
(ICE)

2 On-Line Quizzes

In Class Exercise
(ICE)
4. September 15 Time and Stress Management
Mindful Awareness Training
5. September 22 Building Relationships
6. September 29
7. October 6
8. October 13
9. October 20
10. October 27
Cultural Competency and
Diversity
8am VEC- 326
Multicultural Center, FO3-02
Ethics in Healthcare
Administration
Managing Conflict
Conducting Effective Meetings
Making Oral and Written
Presentations
Motivating Others
Team meeting
Course Reader Chapter 4
Course Reader Chapter 5
Articles Posted on Beachboard
Dotson & Nuru-Jeter (2012)
Guest Speaker:
Dr. James Manseau-Sauceda
Ethics Game Inventory
Ethics Game Simulation
Course Reader Chapter 8
Course Reader Chapters 10 &
11
Course Reader Chapter 7

On-Line Quiz

In Class Exercise
(ICE)

Complete on-line profile by

11:59pm Sept. 7

On-Line Quiz

In Class Exercise
(ICE)

On-Line Quiz

In Class Exercise
(ICE)

On-line Quiz

In Class Exercise (ICE)

Professional Association
Membership Scan and post receipt to Drop box
(9/28)

Ethics Game Complete
(Oct. 2)

Inventory &
Simulation completed on-line
(Oct. 2).

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)
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11. November 3
12. November 10 Gaining Power and Influence
Team Presentation 1 :
Organization Design and
ACO’s
13. November 17 Leadership in Healthcare
Team Presentation 2: Cultural
Competency for Healthcare
Professionals
November 24
14. December 1 Team Presentation 3: Motivating Health care professionals
Team Presentation 4: Ethical Decision Making
15. December 8
Final Exam
Schedule
Building Effective Teams
Planning/Organizing strategies and tactics
No Class Session
Team Presentations 5:
Managing Healthcare Teams
Team Presentation 6:
Healthcare Leadership
16. December 15 Final Schedule
Role Play Conducted in Class
Course Reader Chapter 9
Course Reader Chapter 6
Articles Posted on Beachboard

Stefl & Bontempo
(2008)

TBD

Team Agenda
Due to Dropbox
10/26

On-Line Quiz

In Class Exercise
(ICE)

On-Line Quiz

In Class Exercise
(ICE)

Team plan flow chart due to dropbox 11/9

Assigned Reading Exercise
On-Line

In Class Exercise (ICE)

Team 1 Individual Write Up due to Dropbox 11/16 and
Hard Copy in Class.

Mindfulness due to dropbox
11/16

Team 2 Individual Write
Up due to Dropbox
11/23 and Hard Copy in
Class 12/1.

Peer Feedback (ICE)
Role Play Due to Dropbox
11/30.

Peer feedback (ICE)

Teams 3 and 4 Individual Write Up due to Dropbox 12/7 and Hard
Copy in Class 12/8

Teams 5 and 6 Individual Write Up due to Dropbox 12/14 and hard copy in class 12/15

Role Play Reflection
Sheets
**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 ISBN 9781269298155 (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 (6 th Edition) is in the library under general reference.
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.
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
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 562-
985-4959 via e-mail at helpdesk@csulb.edu or in-person at the North Campus Center. NOTE: Use Internet
Explorer as your browser for BeachBoard

Methods of Evaluation(Due dates posted on Beachboard Course Content and related links)
Assignment (due date) Pts. %
On-Line Quizzes .................................................................... 10 X 11 110 26.8
Sign In Sheet …………………………..…...........…….........1 X 14
In Class Exercises (most sessions)……..………...................15 X 6
14 3.41
90 22
Prof. Dev. Assignments

On-line profile and photo (5 pts)


Prof. Association Membership (5 pts)

Ethics Game Inventory
Ethics Game Simulation
Mindfulness Final Reflection
Team Agenda Assignment
Role Play assignment
Presentation (team)
10 2.44
25 6.1
25 6.1
10 2.44
6 1.46
30 7.32
40 9.76
50 12.2 Individual Presentation Write-Up (40 pts) & Peer Feedback Survey (10 pts)
Total
Grade Thresholds
A = 90% + points
B = 80-89% points
C = 70-79% points
D = 60-69% points
F = 59% - points
410 100
G. 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
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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:
■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. Mindfulness training and reflection - Developing the important management skills of focus and emotional management will be facilitated with a mindfulness training component. Further explanation and reading materials and assignments will be presented during classroom sessions and materials and assignments posted on
Beachboard as applicable.
5. 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.
6. 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.
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Course Attendance policy conforms to University policy: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.
7. 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."
11. 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.
12. 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.
13. 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/.
13. Extra Credit:
 Up to 10 extra credit points maximum
 Occasional extra credit opportunities might arise, to be posted on Beachboard and announced in class.
14. 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.
15. Withdrawal policy . Per University policy; see: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawal after 2 nd week and before final 3 weeks “permissible for serious and compelling reasons;” instructor will evaluate student withdrawal requests on a case by case basis.
16. 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.
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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.
17. 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
2 nd
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.
Additional Assigned Readings, Posted on Beachboard with Corresponding Modules
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, 12-
14.
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 .
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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.
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
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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.
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.
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Stephen Shortell, Arnold Kaluzny, Health Care Management, Organization Design and Behavior. (5 th
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
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.
Leadership Skills and Behavior
B.
Organizational Climate and Culture
C.
Communicating Vision
D.
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.
Healthcare Systems and Organizations
B.
Healthcare Personnel
C.
The Patient’s Perspective
D.
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.
General Management
B.
Financial Management
C.
Human Resource Management
D.
Organizational Dynamics and Governance
E.
Strategic Planning and Marketing
F.
Information Management
G.
Risk Management
H.
Quality Improvement
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