California State University, Long Beach s18

CALIFORNIA STATE UNIVERSITY, LONG BEACH COLLEGE OF HEALTH AND HUMAN SERVICES HEALTH CARE ADMINISTRATION PROGRAM Spring 2017 (1.14.17 Draft) HCA 410 – Health Care Management and Organization Instructor: Brenda Freshman, PhD Course: 11211 Campus Phone: 562/985-1962 Section: 4 Campus Office Hours: Monday 2:30-3:30pm, Class Meets: Mondays 4-6:45pm Tuesday 4:30 - 6:30pm by appointment. Class Room: VEC - 401 Office Location: HHS-08 Bungalow Additional Contact Information: Best Method for Contact Email: HCA Program Administrative Coordinator: [email protected] Deby McGill, [email protected] 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 5 General In Class exercises; reflection, a health care setting; Management application activities for each major function, exam questions

Identify and discuss major behavioral 2 Leadership Skills Reading, competency and science principles related to leadership and Behavior personality assessments and debrief activities, reflection essays. Plan and conduct effective meetings 1 Facilitation Reading, Conducting Meetings, Role Plays & Team assignments Work effectively as a team member or 3 Personal and Team presentation assignment and leader professional peer feedback accountability

HCA 410 Spring 2017 - Page 1; 4/22/18 CLASS SCHEDULE AND ASSIGNMENTS *Look on Beachboard for most recent due date updates*

Session # - Topic Reading Assignments A Date s s i g n m e n t ,

D e l i v e r a b l e

A c t i v i t i e s 1 January 23 Course Introduction Syllabus, Course Assignment Review syllabus, ask questions. Descriptions, Beachboard content. In Class Exercise (ICE) 2. January 30 Organizational Effectiveness Course Reader Chapter 1 & 2  2 Organizational Design Supplemental Articles and URLs posted on Beachboard Accountable Care O Organizations (ACO's) n - L i HCA 410 Spring 2017 - Page 2; 4/22/18 n e

Q u i z z e s  I n

C l a s s

E x e r c i s e

( I C E )

3. February 6 Developing Self-awareness Course Reader Chapters 3  O n - L i n e

Q u i z  I n

C l a s s

E HCA 410 Spring 2017 - Page 3; 4/22/18 x e r c i s e

( I C E )

 C o m p l e t e

o n - l i n e

p r o f i l e

 1 1 : 5 9 p m

HCA 410 Spring 2017 - Page 4; 4/22/18

c o u r s e

c r e d i t .

4. February 13 Time and Stress Management Course Reader Chapter 4  O Mindful Awareness Training n - L i n e

Q u i z  I n

C l a s s

E x e r c i s e

( I C E )

5. February 20 Building Relationships Course Reader Chapter 5  O Form Presentation Teams n - L i HCA 410 Spring 2017 - Page 5; 4/22/18 n e

Q u i z

 I n

C l a s s

E x e r c i s e

( I C E )

6. February 27 Ethics in Healthcare Ethics Game Inventory  I Administration Ethics Game Simulation n [virtual session - on-line v module] e n t o r y

S i m u l a t i o n

c o HCA 410 Spring 2017 - Page 6; 4/22/18 m p l e t e d

o n - l i n e

( T u e s d a y ,

O c t o b e r

4 ) .  P r o f e s s i o n a l

A s s o c i a

HCA 410 Spring 2017 - Page 7; 4/22/18 t i o n

M e m b e r s h i p

S c a n

p o s t

r e c e i p t

D r o p

( 2 / 1 9 / 1

HCA 410 Spring 2017 - Page 8; 4/22/18 7 )

7. March 6 Ethics Game Debrief Articles on Beachboard  O Planning/Organizing strategies n and tactics - L i n e

Q u i z

 T e a m

P l a n n i n g

F l o w

C h a r t

3 / 1 2

HCA 410 Spring 2017 - Page 9; 4/22/18  I n

C l a s s

E x e r c i s e

( I C E )  D u e :

E t h i c s

G a m e

T u e s d a y ,

O c t o b e r

HCA 410 Spring 2017 - Page 10; 4/22/18 4

8. March 13 Cultural Competency and Articles Posted on Beachboard  O Session at the Diversity n Campus Multi- Guest Speaker: TBA? - Cultural Center ROOM: FO3-02 l i n e

Q u i z  I n

C l a s s

E x e r c i s e

( I C E )

 T e a m

P l a n n i n g

F l HCA 410 Spring 2017 - Page 11; 4/22/18 o w

C h a r t

3 / 1 2

9. March 20 Conducting Effective Meetings Course Reader Chapters 10 & 11  2 Making Oral & Written Presentations O Team Meeting n - L i n e

Q u i z z e s  I n

C l a s s

E x e r c i s HCA 410 Spring 2017 - Page 12; 4/22/18 e

( I C E )  D i s c u s s

R o l e

P l a y March 27 Spring Break ! 10. April 3 Motivating Others Course Reader Chapter 7  O n - L i n e

Q u i z z e s

 I n

C l a s s

E x e r c i

HCA 410 Spring 2017 - Page 13; 4/22/18 s e

( I C E )

 T e a m

A g e n d a

( 2 n d

m e e t i n g )

M e e t i n g

n o t e s

f r o m

HCA 410 Spring 2017 - Page 14; 4/22/18 / 2 0

D r o p b o x

( a l l

m e m b e r s )

HCA 410 Spring 2017 - Page 15; 4/22/18 11. April 10 Building Effective Teams Course Reader Chapter 9  O n - L i n e

Q u i z

 I n

C l a s s

E x e r c i s e

( I C E )

12. April 17 Managing Conflict Course Reader: Chapter 8  O n - L i n e

Q u i z

HCA 410 Spring 2017 - Page 16; 4/22/18 C l a s s

E x e r c i s e

( I C E ) 13. April 24 Gaining Power and Influence Course Reader: Chapter 6  O Team Presentation 1 : ACO’s n - L i n e

Q u i z

 I n

C l a s s

E x e r c i s e

( I C E

HCA 410 Spring 2017 - Page 17; 4/22/18 )

14. May 1 Leadership in Healthcare Articles Posted on Beachboard  Governance O Team Presentation 2: Cultural n Competency for Health - Professionals L i n e

Q u i z

 I n

C l a s s

E x e r c i s e

( I C E )  T e a m

I n d i v i d u

HCA 410 Spring 2017 - Page 18; 4/22/18 a l

W r i t e

D r o p b o x

4 / 3 0

H a r d

C o p y

C l a s s .

HCA 410 Spring 2017 - Page 19; 4/22/18 / 1 .

15. May 8 Team Presentation 3: Motivating Health care professionals  Peer Feedback (ICE) Team Presentation 4: Ethical Decision Making  Role Play Due to Dropbox 5/7 Team Presentations 5: Interdisciplinary Healthcare Teams Hard Copy of Role Play scripts Team Presentation 6: Healthcare Leadership in class 5/8  Team 2 Individual Write Up due to Dropbox 5/7  Hard Copy in Class. 5/8 May 15 Final Schedule  Role Play Reflection Sheets Role Play Conducted in Class  Teams 3.4.5, 6, Individual Write Up due to Dropbox 5/14 and hard copy in class 5/15.

**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 562- 985-4959 via e-mail at [email protected] 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 2017 - Page 20; 4/22/18 Methods of Evaluation(Due dates posted on Beachboard Course Content and related links)

Assignment (due date) Pts. On-Line Quizzes ...... 10 X 11 110 Sign In Sheet …………………………..…...... ……...... 1 X 14 15 In Class Exercises (most sessions)……..………...... 15 X 6 90 Prof. Dev. Assignments  On-line profile and photo (5 pts)  Prof. Association Membership (5 pts) 10 Ethics Game Inventory 25 Ethics Game Simulation 25 Team Flow chart 5 Team Agenda Assignment 5 Team Meeting Notes 5 Role Play assignment 30 Presentation (team) * 40 Individual Presentation Write-Up 40 Peer Feedback On-Line Survey 10 Total 410 * The powerpoint from your team presentation should be saved to include in your 480 portfolio.

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 2017 - Page 21; 4/22/18 ■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.

 Team Meeting Agenda, Notes, Planning worksheet: You will be required to meet in your teams to develop an agenda, notes will be taken at the first meeting, both documents are to be posted to the dropbox by the due date by EACH team member. The planning worksheet is a team activity that will be described during class sessions, it too will be posted by EACH team member to the dropbox by the due date for course credit.

 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/.

HCA 410 Spring 2017 - Page 22; 4/22/18 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.

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) HCA 410 Spring 2017 - Page 23; 4/22/18  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.

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.

HCA 410 Spring 2017 - Page 24; 4/22/18 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 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).

HCA 410 Spring 2017 - Page 25; 4/22/18 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

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-costs- down.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. HCA 410 Spring 2017 - Page 26; 4/22/18 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

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.

HCA 410 Spring 2017 - Page 27; 4/22/18 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.

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) HCA 410 Spring 2017 - Page 28; 4/22/18 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.

HCA 410 Spring 2017 - Page 29; 4/22/18 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

HCA 410 Spring 2017 - Page 30; 4/22/18