Module 2 – Power Point Presentation Questions My course is Integrated Capstone – Master of Health Administration. Assignment: There are two questions in th

Module 2 – Power Point Presentation Questions My course is Integrated Capstone – Master of Health Administration. Assignment: There are two questions in this assignment, one for each of the two Power Point presentations. Answer both questions.Two questions based upon the content of the PowerPoint presentations on creating and maintaining value and on the building blocks of competencies: Question 1: How would using systems thinking help administrators Create and maintain value in their operations? Question 2: Describe how skills as one of the building blocks of competencies might be reflected in the 5 specific themes of: values, cognition, interpersonal behaviors, valuing diversity, and change orientation? Please,answer both questions .Please simple writing and no references. Building Blocks of the ACHE Competencies
The anatomy of competencies:
That which is known
Behaviors and actions
through cognitive
performed in ways
thinking, understandthat are observable,
ing and mental
trackable, and may be
The capacity to apply
Conditions that are
knowledge in the
present defining the
utilization of skills so
context for the practice
that the behavior is
of knowledge, skills,
directed, intentional
Competencies in Healthcare Administration
Viewed as a whole, competencies in healthcare administration
most commonly represent some aspect of five specific themes:
Values – integrity and ethics .1
Cognition – thinking and problem solving .2
Interpersonal behavior – communicating and listening .3
Valuing diversity – tolerance and respect .4
Change orientation – strategic planning and risk taking .5
Regardless of the domain of healthcare administration as
described by ACHE, competencies in this field usually speak to
one or more of the five themes listed here.
How to Think about Competencies
A Competency is:
involves a collection of human responses to one’s surrounding •
including what one knows, how one acts, and the decision to
understand when, where, and how to apply this knowledge and
acquired over time through mindful practice, processing of •
feedback, and more dedicated practice
Represents a goal for human performance and being that •
assures degrees of success if mastered and practiced
signifies a level of accomplishment valued by others both in •
specific professional environments, as well as in the general
Evolution of Healthcare Leadership Standards
American College of Healthcare Executives (ACHE) recognized
the critical and urgent need to identify and organize a system of
administrative practice standards in the field of healthcare
Initial discussions and investigation began in the mid 1990s. •
Recognition that the healthcare industry was fast becoming •
too complex and involved to rely on commonly held beliefs
of management and leadership
Major questions emerged in this initial conceptual phase: 1. •
how should valid standards be determined; 2. would these
standards be generic or discipline specific; 3. are there
common standards for other healthcare professionals
beyond the membership of ACHE?
Initial Decisions
It quickly became clear that other professional associations in
healthcare management faced the same pressures and had the
same set of mandates as those of American College (ACHE).
It also become clear that such an enterprise would require
shared resources, commitment, and expertise from other
organizations similar to ACHE in their purpose and mission.
In 2002 the Healthcare Leadership Alliance was formed to
undertake this project.
College of
Association of Organization
of Nurse
and Manage- Management
ment Systems
Healthcare Leadership Alliance (HLA)
HLA is a consortium of premier professional healthcare
administrative associations representing over 140,000
professional managers in the healthcare industry.
Purpose: to represent broad administrative roles across hospital
administration, medical practice administration, nursing
administration, healthcare financial management, and healthcare
information management
Charter: to develop a directory of administrative competencies
common to all healthcare professionals
HLA Directory
In 2005 the first directory of competencies in healthcare administration
was published:
Contained 232 competencies common to all healthcare
68 additional competencies were added as specific to
certain disciplines in healthcare management
Forms of psychometric research such as job analysis were
used to identify the competencies
Competencies were grouped into 5 domains:
1. Communication and relationship
2. Leadership
3. Professionalism
4. Knowledge of healthcare environment
5. Business skills and knowledge
Competency Directory Organization
Five areas of information are presented for each competency:
Domain is one of 5 broad categories into which all
competencies are grouped
Cluster is a subcategory within a domain that further
Identifies what aspect of health administration a competency
Association is one of the six professional organizations that
makeup the consortium of HLA
Summarize the topic areas covered in the competency
Set of skills, knowledge, and abilities that are generic and
transcend organizational settings
Directory Example
The current directory published in 2015 contains 802 competency statements all
representing one of the five domains
Dye/Garman : Critical Competencies for Health
Care Executives
A year after the first HLA Directory was published, Carson Dye and Andrew
Garman developed a list of 16 competencies they believed were essential for
managers and executives in healthcare. Their goal was to supplement the
work that was being done by the Healthcare Leadership Alliance.
Live by personal convictions
Possess emotional intelligence
11. Generate
12. Build consensus
13. Make decisions
14. Drive for results
15. Stimulate
16. Cultivate
9. Develop teams
10. Energize staff
Be visionary
informal power
Communicate vision
Earn loyalty and truth
Listen like you mean it
Give feedback
Mentor others
National Center for Healthcare Leadership (NCHL)
Between 2005 and 2010 NCHL developed its own competency
model for leadership development for healthcare administrators
Respond to the growing calls for healthcare reform notably done through
the Institute of Medicine’s seminal reports: To Err is Human (1999) and
Crossing the Quality Chasm (2001)
Based on the critical thinking of top theorists, researchers, and
practitioners in the field
Designed to address the future trends of health in the 21st century
Competency model identified three major competency categories:
Transformation, Execution, People
A total of 26 individual competencies were clustered in these 3 major
competency categories

NCHL Competency Model
Achievement orientation
Analytical thinking
Community orientation
Financial skills
Information seeking
Innovation thinking
Strategic thinking
Change leadership
Communication skills
Impact/influence IT management
Organizational awareness
Project managt.
Performance measurement
Process managt. Organizational developt.
Human resource management
Interpersonal understanding
Self confidence
Self development
Talent development
Team leadership
Interconnection and Interdependence
There are common themes that run throughout all of these healthcare
management and administrative competency collections.
In 2015 ACHE developed what it called its “Emerging Leadership
Competencies” that pulled together these interconnected themes.
All leadership practice needs to be visionary and adaptive
Building loyalty and trust is essential for quality management
and leadership
Healthcare administrators must constantly engage in selfmastery and lifelong learning
Strategic thinking is paramount for success
All administrative functions need to be done with masterful

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