MBA Health Services and Risk Management · MBA Health Services and Risk Management ... The Skills...

2016

School for Business

Developed 2016

MBA Health Services and Risk Management Purpose 3 Handbook

2

CONTENTS Overview of Purpose 3: Strategic Healthcare Industry Management ........................................................................................................................... 3

Purpose Achievement Abilities ...................................................................................................................................................................................... 6

Professional Competencies .......................................................................................................................................................................................... 10

The Purpose Dimension: strategic healthcare industry management ........................................................................................................................ 11

The Skills Dimension: Managerial Finance ................................................................................................................................................................... 12

The Self and Others Dimension: healthcare project leadership .................................................................................................................................. 13

The System Dimension: Global Business/International Practicum .............................................................................................................................. 14

The vale and ethics dimension: community health management............................................................................................................................... 15

Appendix A: Constructive Action Guideline and Documentation ................................................................................................................................ 17

Appendix B: Rubric of Grading Criteria for Constructive Action .................................................................................................................................. 30

Overview of Purpose 3: Strategic Healthcare Industry Management 3

OVERVIEW OF PURPOSE 3: STRATEGIC HEALTHCARE INDUSTRY MANAGEMENT Students will begin implementing their planned entrepreneurial and/or intrapreneurial venture, and strategically manage the actualization of

their venture by setting into motion their respective business plans, identifying sources of financing and evaluating their successes and failures

to apply lessons learned and adjust as needed. For this Constructive Action, students specifically will identify sources of financing and actualize

business objectives by developing policies and allocating resources to implement their plans. They then will design key project metrics and

indicators, monitor and evaluate the outcomes of implementation, further applying knowledge gained through practice by revising, adding,

deleting or adjusting strategies as needed. By the end of the semester students will also assess the extent to which they were successful with

their respective venture goals, and draft recommendations for further action.

Purpose 3: Strategic Healthcare Industry Management

PURPOSE: CA 3 - Strategic Management & Evaluation

SKILLS: Managerial Finance

SELF & OTHERS: Healthcare Project Leadership

VALUES & ETHICS: Community Health Management

SYSTEMS: Global Business/International Practicum


PURPOSE WORKSHOP OVERVIEW

The Purpose Dimension is where students actualize their Constructive Actions. The Purpose Dimension workshops are the critical forums where,

via discussions, planning, research, and shared exploration of problems and solutions, student learning is assessed, clarified and put into

contextual focus.

In these workshops, each student contributes actively, bringing ideas, research findings, specific problems, and plans concerning his or her

specific Constructive Action with a particular business venture in his/her particular industry, to share with other students of the workshop.

Additionally, a goal of each workshop is to foster and apply skills critical to developing professional and mutually beneficial relationships among

students. As mutual contributors, students will bring their insights from fieldwork, assigned readings, and lectures in the other Dimension classes

into a focus that integrates theory with their individual Constructive Actions.

A critical part in the development of student’s Constructive Actions is the field application. Students are required to apply what they have

learned in the classroom with their experiences with real world products, companies and/or organizations. As such, students will need to

identify an appropriate field placement/affiliation to execute their Constructive Action. The field experience may vary from one Purpose to the

next if necessary and can be achieved via any of the following:

Current Employment work site – Student may use their existing employment to effectuate their project;

Internship Placement – Students may use an approved internship site to effectuate their project;

Mentor Match – Students may be guided by an approved mentor in their specific area of inquiry to effectuate their project

Each student’s Constructive Acton will be specific to his/her area of interest. For example, a student may opt to create a new business, new

products and services to serve unmet healthcare industry needs, or to enhance performance with healthcare business growth potentials by

utilizing the knowledge acquired. Their Dimension classes will allow them to analyze and apply the statistical data, as well as the industry and

field research acquired through field assessments conducted during internships, job site assessments, industry field interviews, or mentor match

arrangements with professionals in similar business ventures.


CONSTRUCTIVE ACTION

In Purpose 3, the Strategic Healthcare Industry Management Purpose, for their Constructive Action, students will begin implementing their

planned entrepreneurial and/or intrapreneurial venture, and strategically manage the actualization of their venture by setting into motion their

respective business plans, identifying sources of financing and evaluating their successes and failures to apply lessons learned and adjust as

needed. Theoretical materials and skills obtained through the Dimension classes in this Purpose, covering quantitative managerial finances

skills, topical industry issues, anthropological and global perspectives and even more specialized industry fields can be synergized with the

knowledge gained and tested in prior Purposes.

For this Constructive Action, students specifically will identify sources of financing and actualize business objectives by developing policies and

allocating resources to implement their plans. They then will design key project metrics and indicators, monitor and evaluate the outcomes of

implementation, further applying knowledge gained through practice by revising, adding, deleting or adjusting strategies as needed. By the end

of the semester students will also assess the extent to which they were successful with their respective venture goals, and draft

recommendations for further action.

As part of their Purpose 3 Constructive Action documents, students will maintain a record of progress in the form of logs of business metrics and

process recordings along with detailed evaluations of business and project performance to facilitate the application of knowledge. The inclusion

of critical logs will assist students in evaluating their progress in revising or creating new strategies when necessary. Integral to the document

will be an analysis of the effectiveness of their plans, which draws on feedback from mentors, supervisors or other significant field participants

and business stakeholders, as well as from the knowledge acquired in the Dimension classes. This will allow students to practice their applied

knowledge through the formulation, implementation and evaluation of the cross functional decisions that enable a business to achieve its

objectives.

The college maintains a collection of Constructive Action (CA) documents from each program as part of the college’s archives.

Purpose Achievement Abilities 6

PURPOSE ACHIEVEMENT ABILITIES The knowledge and action required to carry out a successful Constructive Action to achieve a worthwhile Purpose are embodied in 25 Abilities

that are grouped by Dimension. Students will develop the following Abilities for use in the Constructive Action:

PURPOSE DIMENSION ABILITIES STRATEGIC MANAGEMENT & EVALUATION

1. Explore opportunities to improve the world.

Articulate directions and key initiatives that support the strategic plan. Identify key company issues, trends, and product and service development. Determine programs and projects that guide the pursuit of future opportunities.

2. Choose the best goal.

Perform an environmental scan, including SWOT analysis, value chain and competitive forces. Determine how to implement initiatives for business model. Determine measurable financial and strategic objectives.

3. Agree on a plan.

Formulation of an appropriate strategy to react to the trends and issues which have been identified Agree on a business model and marketing strategy with defined metrics.

4. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed.

Carry out the business development, monitor progress and use of knowledge. Modify business plan and project plan as needed.

5. Assess the results and plan the next steps.

Assess the business development results, reevaluate strategies, and lay out a course of action to pursue.


SKILLS DIMENSION ABILITIES MANAGERIAL FINANCE

1. Identify and use appropriate critical thinking skills.

Identify and use managerial finance concepts in managing business decisions and performance.

2. Identify and use appropriate mathematical skills.

Identify and use appropriate managerial finance methods to support business model.

3. Identify and use specialized skills required by the Purpose.

Set up the managerial finance tools that can support business development and growth

SELF AND OTHERS DIMENSION ABILITIES HEALTHCARE PROJECT LEADERSHIP

1. Develop project planning, management and monitoring with respect to the selected venture.

2. Apply different phases of project life cycle and design project plans for implementation.

3. Use project management knowledge areas, techniques, concepts, and tools in the project implementation.

4. Assess triple constraint issues (time, scope, and budget) for healthcare projects.

5. Develop work breakdown structures, cost estimates, and team building plans.

6. Perform team building, stakeholders’ communication, and leadership skills.


VALUES AND ETHICS DIMENSION ABILITIES COMMUNITY HEALTH MANAGEMENT

1. Differentiate community health from public viewpoint.

2. Delineate community health operational models.

3. Analyze the current community healthcare needs.

4. Assess the role of healthcare providers in the community healthcare delivery system.

5. Delineate the role of healthcare managers in the analysis, planning, and management of community health.

6. Educate community on the best healthcare practices.


SYSTEMS DIMENSION ABILITIES GLOBAL BUSINESS/INTERNATIONAL PRACTICUM

1. Develop conceptual models of systems

Develop the Knowledge Management model suitable for your venture.

2. Identify strengths of systems

Identify strengths of your Knowledge Management methods.

3. Identify weaknesses of systems

Identify weaknesses of your Knowledge Management methods.

4. Make systems better

Identify skill requirements and the training and development opportunities for Knowledge Management.

Professional Competencies 10

PROFESSIONAL COMPETENCIES Students acquire a combination of knowledge and capabilities which allow the occupational performance according to the demands of

managerial responsibility and employment. The table below summarizes the course hours for each of the common professional components:

Common Professional Components

Course Hours

A. Functional Areas

1. Marketing 15

2. Business Finance 45

3. Accounting 15

4. Management, including Production and Operations Management, Organization Behavior, and Human Resource Management 45

B. The Business Environment

1. Legal Environment of Business 15

2. Economics 15

3. Business Ethics 45

4. Global Dimensions of Business 15

C. Technical Skills

1. Information Systems 45

2. Quantitative Techniques/Statistics 15

D. Integrative Areas 45

The Purpose Dimension: strategic healthcare industry management 11

THE PURPOSE DIMENSION: STRATEGIC HEALTHCARE INDUSTRY MANAGEMENT

COURSE DESCRIPTION

In this workshop, students will begin implementing their planned entrepreneurial and/or intrapreneurial venture, and strategically manage the actualization of their venture by setting into motion their respective business plans, identifying sources of financing and evaluating their successes and failures to apply lessons learned and adjust as needed. For this Constructive Action, students specifically will identify sources of financing and actualize business objectives by developing policies and allocating resources to implement their plans. They then will design key project metrics and indicators, monitor and evaluate the outcomes of implementation, further applying knowledge gained through practice by revising, adding, deleting or adjusting strategies as needed. By the end of the semester students will also assess the extent to which they were successful with their respective venture goals, and draft recommendations for further action.

COURSE OBJECTIVES

After completing the course, the student will be able to:

1. Develop business model(s) which support new products or services that can bring about positive change. 2. State the goals for how their ventures will meet the needs of a specific industry, potential clients or consumers and other key constituents. 3. Devise a plan for their venture to meet those needs; including objectives and realistic strategies. 4. Maintain a record of all progress in the form of logs, detailed with an evaluation of each recorded event to facilitate revision of the plan. 5. Document how they are using knowledge and ideas to achieve the Purpose. 6. Assess the effectiveness of their plans, drawing on feedback from mentors, supervisors, and other significant participants as well as from

knowledge acquired from each Dimension class. 7. Manage organizational resources and issues in strategic programs and implementations.

COURSE RELEVANCE TO CA

This course builds student’s skills and knowledge in healthcare services planning and development.

COURSE PREREQUISITE

Student must have taken MBA course on Constructive Action 2 on Strategic Planning with a grade of B- or better in each; Student must

demonstrate proficiency in business writing; Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The Skills Dimension: Managerial Finance 12

THE SKILLS DIMENSION: MANAGERIAL FINANCE

COURSE DESCRIPTION This course provides fundamental concepts and tools in finance that business managers need to obtain in order to manage financial resources of a company effectively and purposefully. Starting from basic concepts, including cash flow analysis, financial statement interpretation and ratio analysis, the course builds the foundation of knowledge and progresses toward more advance topics such as capital budgeting, risk and returns, and various investment decision-making techniques. Basic financial securities, namely equity and bonds, are discussed during the course along with valuation methods of such instruments. The course concludes by discussion about how a company funds itself in short-term and long-term horizons, and how capital market can help in such financing process utilizing case analysis. This course will require students to apply these tools in the planning and development of their Constructive Action projects.

COURSE OBJECTIVES After completing the course, the student will be able to:

1. Develop and interpret financial statements, including balance sheet and income statement, and manage to extract important information, such as operating cash flow and working capital, out of data provided through such statements.

2. Analyze cash flows utilizing tools in valuation of financial securities such as common stocks and fixed-rate bonds. 3. Assess project viability and the merit of undertaking a project from a financial point of view. 4. Calculate return on investments and discusses type of risks associated with different investments. 5. Synthesize elements of a company capital structure, importance of leverage and its risks and limitations to inform sound financial decisions. 6. Demonstrate how a firm finances its operation, how capital market provides funding services and what private and public funding resources

are available to the company. 7. Develop and apply financial analyses specific to CA project.

COURSE RELEVANCE TO CA This course builds student’s skills and knowledge in managerial finance. The students develop competency in financial analysis used in the business model. It thus prepares students to assess and monitor the finances required for the implementation of business strategies and specifically their CA projects.

COURSE PREREQUISITE Student must have taken undergraduate or MBA foundation course on Principles of Economics and Finance within the last 10 years with a grade of B- or better in each; Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The Self and Others Dimension: healthcare project leadership 13

THE SELF AND OTHERS DIMENSION: HEALTHCARE PROJECT LEADERSHIP COURSE DESCRIPTION:

This graduate healthcare project leadership course will provide a comprehensive foundation and the skills to conceptualize and develop project

plans utilizing the project management principles set forth by the PMI (Project Management Institute). Students acting in the capacity of

decision-makers will be exposed to the project management tools necessary for successful project planning and control. The course will cover

goal-setting techniques, managing timelines, identifying and managing risks, as well as focus on leadership and team building skills. The course

requires students to perform project planning, managing and monitoring functions using the MS Project software.

COURSE OBJECTIVES:

At the end of this course, the student should be able to:

1. Develop project planning, management and monitoring plan aligned with the organizational strategy, structure and culture as well as

consistent with the Constructive Action project;

2. Apply the different phases of the project life cycle and design project plans for implementation;

3. Use project management knowledge areas, techniques, concepts, and tools in the project implementation;

4. Assess triple constraints issues (time, scope, and budget) for healthcare projects;

5. Develop work breakdown structures, cost estimates, and team building plans;

6. Perform team building, stakeholders’ communication, and leadership skills.

COURSE & RELATIONSHIP TO THE CA:

The Constructive Action for Purpose 3 is Strategic Healthcare Industry Management. For this Constructive Action (CA), students specifically will

identify sources of financing and actualize business objectives by developing policies and allocating resources to implement their plans. They

then will design key project metrics and indicators, monitor and evaluate the outcomes of implementation, further applying knowledge

gained through practice by revising, adding, deleting or adjusting strategies as needed. By the end of the semester students will also assess the

extent to which they were successful with their respective venture goals, and draft recommendations for further action. This course in Project

Leadership, thus, would aid students to successfully accomplish their CA projects.

COURSE PREREQUISITE

Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The System Dimension: Global Business/International Practicum 14

THE SYSTEM DIMENSION: GLOBAL BUSINESS/INTERNATIONAL PRACTICUM

COURSE DESCRIPTION

Global Business: This course has a double purpose: to familiarize and understand the theories and practices of international business, along with the geographic, demographic, technological, political, economic, and sociocultural forces that impact cross-cultural, and also the influence of national/international media related to business management. Students will study the principles and problems that individuals, companies, and institutions encounter in their business practices. The course will illustrate the changing nature of alliances, industries and government intervention. We will introduce some of the business principles and concepts in the United States, along with the different management styles of other countries, with particular emphasis on Germany and the United Kingdom. This course works in tandem with the International Practicum.

International Practicum: Each MBA program has its own travel study component which is built into the curriculum and included in the tuition. The destination for the study abroad trip for each program is selected annually, and may change from year to year. Participation in the study abroad trip is mandatory, except for very limited exceptions that may be granted by the Dean. Tuition rates are the published MCNY tuition rates regardless of whether students participate in the study abroad trip. Study of international business practices and the geographic, demographic, technological, political, economic and sociocultural forces that impact cross-cultural business management. Topics include: theories of international trade and economic development; international monetary systems and foreign investment; comparative management; and managing for cross-cultural and multi-ethnic effectiveness both at home and abroad.

COURSE OBJECTIVES After completing the course, the student will be able to:

1. Define and analyze the term “globalization” and its impact from the standpoint of both home and host countries.

2. Study the impact and changes of trade, foreign direct investment, manufacturing, production, and distribution.

3. Examine management approaches that reflect an understanding of how the external context influences international business.

4. Explore how international involvement may influence management in the functional areas.

5. Investigate international management challenges via case studies and develop alternative solutions.

6. Analyze ethical challenges and issues of social responsibility that international managers may encounter.

7. Demonstrate international business literacy as well as prevalent theories and concepts.

COURSE RELATIONSHIP TO CA This course teaches students global business strategy for business implementations internationally.

COURSE PREREQUISITE Student must have taken MBA course on Corporate Valuations with a grade of B- or better; Student must demonstrate proficiency in Microsoft

Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The vale and ethics dimension: community health management 15

THE VALE AND ETHICS DIMENSION: COMMUNITY HEALTH MANAGEMENT

COURSE DESCRIPTION:

In addition to providing students the knowledge of public health principles, concepts, values, tools and applications, this course

emphasizes the role of community organization and management for the advancement of community health. The course key topics

include mission, politics, determinants, major models and strategies for health promotion and management from community

perspectives as public health interventions. The course further examines the role of health educators, grassroots activists, and

managers in stimulating social, political, and economic approaches to promote community health. The course also entails need

assessment, planning, budgeting, management and evaluation of community-based health projects.

COURSE OBJECTIVES:

At the end of the course, the students should be able to:

1. Differentiate community health form public health.

2. Delineate community health operational models.

3. Analyze the current community healthcare needs.

4. Assess the role of healthcare providers in community healthcare delivery system.

5. Delineate the role of healthcare managers in the analysis, planning and management of community health.

6. Educate community on the healthy healthcare practices.

COURSE & RELATIONSHIP TO THE CA

In this Purpose 3 CA, the students develop a plan for a Strategic Healthcare Industry (hospitals, ambulatory services, long-term care,

and rehabilitative facilities, etc.) Management by integrating the knowledge and skills gained in the Purpose 3 Dimension classes

(Community Health Management, Healthcare Project Leadership, Global Business and Managerial Finance) as well as gained

previously in Purpose 1 and 2 CAs and the knowledge acquired in the dimensional courses of these purposes.

The vale and ethics dimension: community health management 16

This course covers topics on the assessment of community health needs and managing community health activities comprising

diverse healthcare facilities, such as hospitals, ambulatory care, long-term care, etc., and thus directly relates to the Purpose 3 CA –

Strategic Healthcare Industry Management.

COURSE PREREQUISITE

Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

Appendix A: Constructive Action Guideline and Documentation 17

APPENDIX A: CONSTRUCTIVE ACTION GUIDELINE AND DOCUMENTATION Students follow four phases of Exploration, Planning, Implementation and Assessments to successfully carry out the Constructive Action:

EXPLORATION PHASE

1. Explore opportunities to improve the world. Articulate the business vision and values for your venture; Define goals that guide the pursuit of future opportunities.

Timeline: Week 1 to 4. CA Document: Chapter 1, 2.

PLANNING PHASE

2. Choose the best goal. Perform an environmental scan, including SWOT analysis, value chain and competitive forces; Determine measurable financial and strategic objectives.

Timeline: Week 2 to 5. CA Document: Chapter 3.

3. Agree on a plan. Agree on a business model and marketing strategy with defined metrics.

Timeline: Week 3 to 7. CA Document: Chapter 4, 5. Plan of Action.

IMPLEMENTATION PHASE

4. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed. Carry out the business development, monitor progress and use of knowledge. Modify business plan as needed.

Timeline: Week 5 to 13. CA Document: Chapter 5, 6, Critical log. Submit CA Deliverables. ASSESSMENT PHASE

5. Assess the results and plan the next steps. Assess the business development results, define strategic projects, and lay out a course of action to pursue.

Timeline: Week 10 to 14. CA Document: Chapter 7. Summary of New Understanding.


The college maintains a collection of Constructive Action (CA) documents from each program as part of the college’s archives. The Constructive

Action is structured around the Purpose Dimension Abilities. In it students are expected to make use of the Abilities for all the other Dimensions.

The guideline for writing the Constructive Action Document is as follows:

WORKING OUTLINE: CONSTRUCTIVE ACTION DOCUMENTATION

Overview

Producing a written documentation of your Constructive Action is a separate endeavor from carrying out the Constructive Action itself.

The process of Constructive Action is described in the earlier sections: "Constructive Action: An Overview" and "Purpose." This section

provides you with specific guidelines for the documentation of your efforts. This documentation covers the following CA chapter

requirements:

Presentation of the Abstract Exploratory Phase:

Chapter 1: Statement of Purpose Chapter 2: Work Setting, Situation and Needs Analyses.

Planning Phase: Chapter 3: Statement of short and long-term goals Chapter 4: Plan of Action Chapter 5: Background Research

Implementation Phase Chapter 6: Implementation

Assessment Phase Chapter 7: Final Assessment

Appendices (Plan of Action, Record of Critical Incident, Analysis by Dimension, Assessment/Summary of New Understanding)

CA DELIVERABLES:

Students are required to develop the following during the course of semester:

Deliverables (Strategic Initiatives and Programs)

Career Portfolio (Business Projects and Presentations)


Presentation of the Abstract

Although this section appears first; it is completed at the END of your Constructive Action. It includes a brief overview of the Purpose, your own objectives and why chosen, and what you learned and accomplished.

The Final Abstract is composed of three parts:

Part I - Purpose: What is the Constructive Action and how does it relate to the Purpose of this Semester? Background: What was the need for the Constructive Action? Part II - Objectives and Methodology: What is your long-term goal? What were the objectives? What were the methods and strategies employed? Part III - Conclusions: Assessment of the outcomes. What will be the follow-up? Begin with a topic statement: This statement will eventually become the first paragraph of your abstract. Formulate or state your short-term goal. Chapter 1: Statement of Purpose:

A. Purpose: What is the Constructive Action and how does it relate to the Purpose of this Semester? B. Background: What was the need for the Constructive Action?

Chapter 2: Work Setting, Situation and Needs Analyses.

The background for much of this part comes from:

your own experience and knowledge;

material covered in Dimension workshops;

job-related sources;

readings and discussions in Purpose class.

After you have written your topic statement, proceed to your Work Setting, Situation and Needs Analyses.

A. Analysis of Work setting as it relates to this specific Purpose Semester

An analysis of the work setting takes these factors into account:

1. design of the work area; 2. how design promotes or impedes communications, work flow, and morale;


3. how design reflects promotes or impedes productivity.

B. Analysis of the Situation or Problem Description

An analysis of the situation takes these factors into account:

Part I:

1. How different macro environments affect your venture: economic, legal, or socio-cultural 2. a description of the industry in which your company operates or venture takes place 3. an overview of your company, its products, services, structure, philosophy, and goals;

Part II:

4. a description of your department/function; 5. your formal job description and role in venture at hand.

Part III:

6. An extensive description of the problem or circumstances; use examples and illustrations which have motivated this undertaking.

The basic questions to be answered by A and B, then, are:

What is the environment in which you work? What is its physical setting? What are its professional and psychological conditions?

How does your environment and/or your position in it support or limit your purpose or opportunity to act and to develop professionally?

What values are communicated through non-verbal channels (e.g. use of space, size and placement of objects, desks, etc.)?

Setting and situation provide the relevant ground-rules and opportunities for your plan, and the factors which may constrain your actions (i.e. limiting factors or variables).

C. Need or Opportunity: Solution Statement

This section contains the rationale and analysis of a solution to be undertaken as related to the Purpose to be achieved.

This need also should apply to your own professional development. Resolving the need should benefit yourself and significant others and contribute to productivity on the job.


The Need, Opportunity or Solution Analysis should include (but need not be limited to):

1. description of the solution you will be undertaking; 2. a rationale for why this solution at this time. 3. a narrative description of objectives and strategies to be undertaken.

Chapter 3: Statement of short and long-term goals.

A. Your short-term goal is what you hope to achieve by the end of the semester. B. Long Term Goal – State the Length of Time.

Chapter 4: Plan of Action

The Plan of Action consists of a four section chart:

1. the goal(s) of the Constructive Action (short term - by the end of this term; long term - the next goal to follow from the short term goal); 2. proposed objectives (mini-goals); 3. strategies (how to get there); 4. evaluation criteria (how will you know you got there).

Goals

Your goals should be appropriate to the Purpose performance area.

The Short Term Goal: what you hope to have achieved by the end of the Semester.

The Long Term Goal: the goal to follow from your short-term goal. Set a realistic time frame as part of your long term goal statement.

Objectives

In this section, you write the specific, short- term objectives which you hope to accomplish during this Semester. These objectives should be as specific as possible in terms of obviously measurable changes.

The objectives should be related to:

the Purpose to be achieved,

the analysis of the needs and setting in which you currently work, and

the support of your long-term development.


Strategies/Actions

These are concrete, real life actions you will take to achieve each individual objective:

1. List each action you will take. There should be at least one strategy for each objective. These actions should be as concrete and practical as possible. You may also suggest alternative strategies or multiple strategies for any one objective.

2. Analyze resources and constraints relevant to the accomplishment of each strategy. Decide whether you want to include organizational or external resources. Do you want to include your self-assessment of skills and abilities? Areas for development? Other?

3. After you are at your midpoint assessment phase, ask yourself if you want to change any strategies and implement new ones.

Evaluation Plan

Describe the criteria or benchmarks to be used to monitor progress toward achieving goals and objectives during the Semester; that is, how exactly you will know a) whether or not your strategies have succeeded and b) if these strategies will help you meet your objectives. Also describe the methods to be used for determining whether these criteria have been met.

There should be at least one measure for each objective and strategy. Measures should be both quantitative and qualitative. Evaluation criteria are part of the plan of action and are set out before you begin to implement your plan. They may be altered if the reality of a critical incident so demands. Assessment of learning (Part III) is done after implementation.

Chapter 5: Background Research

[In each Purpose, you must do a major research paper applying learning from Dimension courses and other sources. See Purpose Overview]

Here is your opportunity to explicitly demonstrate the theoretical or conceptual underpinnings of your Constructive Action—the ways in which you have drawn upon theoretical sources and corroborative references.

In applying class content to the Constructive Action process, you will have to sift and filter facts, data, theories, and hypotheses. Decide which sources, illustrations or pieces of evidence are useful towards the conceptualization, implementation and assessment of your specific Constructive Action.

You may choose to write a background essay or a review of the literature on a selected topic or create an annotated bibliography of sources consulted. Targeted sources should be referenced in your document to help you:

clarify terminology and theories,

suggest problem solving approaches, and

enhance analysis of learning.


You must provide footnotes/endnotes and bibliographies for each research paper or project submitted.

Chapter 6: Implementation

In this section of the document you will record the actual step-by-step implementing of your Constructive Action.

Recording Critical Incidents

In recording critical incidents, you are asked to describe specific occurrences or interactions based on the implementation of strategies which pertain to your Constructive Action. This written "log" or summary tells: what happened, how you dealt with it, and how you felt and reacted. You can analyze the challenges you encountered, and whether or not you have succeeded. A critical incident report briefly details the following information:

a. When and where did it happen? b. What happened? (What did you see and hear?) c. What did you say? Do? d. Who else was involved? How did they affect the way the situation went or how you responded? e. How did you feel? (Be specific - don't just say "good" or "bad".) f. How did it turn out? Why?

When you describe what happened, be sure to give specific behaviors. Include non-verbal action(s) as well as quotations from you and any other person(s) involved. Provide sufficient information so that another reader has a clear picture of the situation or so that the situation can be role-played. You must give careful thought to what information is relevant. Select and focus on what is significant. Each specific situation is different, so no absolute rules can be given.

When you reflect on your personal analysis of the incident, give your inferences, interpretations, feelings, and assumptions about the interaction. You must then state what strategic decision you made to move the interaction along while trying to achieve your purpose.

For your Constructive Action, monitor those incidents, which involve the issues, and/or relationships which are the focus of the Constructive Action. In addition, each incident should illustrate either progress or lack of progress toward the goal(s) you are working to achieve.

Logging or written monitoring is the process by which you record the development of your Constructive Action. It cannot be rushed in the last few weeks; it must be developed over the course of the semester. The material in the recordings, when appropriately detailed, becomes a major part of your analysis. It demonstrates how well you planned and implemented your Constructive Action, and how well you were are able to integrate academic learning into "live" situations.

A chart for recording critical incidents is included at the end of this section.


Chapter 7: Final Assessment

The final phase of the Constructive Action process provides the last major section of the written report. That is, you have researched and planned your goals and objectives, your strategies and evaluation criteria (all in relation to your needs and your current position on the job) and you have spent several weeks acting on your plans (i.e., implementing them).

In the final weeks of the Semester, then, you reflect and assess what has happened, what worked and what didn't work and why, what you learned from your class readings and actions, and their applicability to the Constructive Action.

A. Assessment of Goals 1. Did you achieve your short-term goal? 2. Was your goal realistic? Explain. 3. Did you reach your objectives? How do you know? 4. Which objectives were redefined, if any. Explain why?

B. Assessment of Strategies 1. Which strategies worked? Why? Cite references to specific materials to support your discussion. 2. Which strategies did not work? If any, why not? Cite references to specific materials to support your discussion. 3. Would you use these strategies again in similar situations?

C. Assessment of Overall Learning 1. Explain what you learned from this experience. What do you know that you did not know before? 2. In what ways did the Dimension classes and their accompanying readings help you with you to achieve your goals? In what ways

were they not helpful? D. Conclusion

Write a statement of your plans for further action.

Appendices

Deliverables


Appendix A: Plan of Action

Name: Purpose: Date Prepared: Date revised:

Long-term Goal:

Short-term Goal:

Short-term Constructive Action Goal Objectives Strategies Evaluation Plan

CHECKLIST

CA GOALS: OBJECTIVES: STRATEGIES: EVALUATION PLAN:

- appropriate to Purpose of the semester - addresses Needs Analysis; - represents a logical step toward long- range goal; - Are challenging, doable.

- are observable; - are realistic within given time frame; - Are challenging

- define resources to be used, how and by whom; - describe how constraints will be handled; - Are appropriate to Needs Analysis, long- and short-range goals

- identifies evaluation of each strategy - identifies method; - Is appropriate to Needs Analysis, long and short-range goals.


Appendix B: Constructive Action: Record of Critical Incident

Date: Time: Place: Persons Involved:

Strategy Implemented:

Content - text Interpretation-subtext

On this side, record your thoughts, feelings inferences, strategies, assumptions, etc.


Appendix C: Analysis by Dimension Purpose:

Values:

Self & Others:

Systems:

Skills:


Appendix D: Assessment/Summary of New Understanding What do you know now that you would not have known if this incident had not taken place? Indicate whether you thought the situation went well or badly. Did it help you reach your goal or objective? Why or why not? (It went well because.../It would have gone better if...) Next Steps:

I will:

Others (co-workers, supervisor, etc.) will:

Appendix B: Rubric of Grading Criteria for Constructive Action 29

Formatting of Constructive Action Document

General Format/Organization Typed, double-spaced Margins: 1 - 1 1/2 inches all around

Parts of the Document

Title Page Table of Contents Abstract Short and Long-term Goals Exploration Phase

Setting Analysis

Situational Analysis

Need/Opportunity/Solution Analysis Plan of Action

Plan of Action Chart Background Research

Research Essays including footnotes/endnotes, and bibliography for each essay Implementation

Critical Logs

Minimum 5 logs [NOTE EACH LOG MUST BE ACCOMPANIED BY AN ABILITIES ASSESSMENT PAGE AND A "NEXT STEPS I WILL" SECTION] with analysis by Dimension and Abilities.

Final Assessment Appendices

Appendices and Other Supporting Documentation These may include memos, letters, and/or reports relevant to the Constructive Action, as well as feedback from faculty, supervisor, peers, other company constituents, and personal assessment. * At the discretion of the Purpose Instructor, this section may be placed before the plan of action or incorporated into other sections. Background research and evidence of theoretical ground work must appear as part of the documentation.


APPENDIX B: RUBRIC OF GRADING CRITERIA FOR CONSTRUCTIVE ACTION

PURPOSE 3 CA: STRATEGIC MANAGEMENT & EVALUATION

OUTCOME DESCRIPTION EXCEEDS EXPECTED GOALS

MAXIMUM OF 10 MEETS EXPECTED GOALS

MAXIMUM OF 9 NEEDS IMPROVEMENT

MAXIMUM OF 8

MEETS MINIMUM

REQUIREMENT MAXIMUM OF 7

DOES NOT MEET THE

MINIMUM REQUIREMENT MAXIMUM OF 6.5

AN

ALY

SIS

To what extent the student provides analytical details of the CA project?

Detailed analyses provided in every category.

Less detailed analyses provided in every category.

Moderate analyses provided in every category.

Minimally acceptable analyses provided in every category.

Insufficient analysis provided throughout; student barely engaged in the purpose

CO

MP

LETE

NES

S To what degree does the completed CA document contain all the required chapters? (Note: The required sections should be clearly outlined in the Purpose 1 handbook and in the CA Instructors’ syllabus.)

Contains all required sections, thorough and comprehensive. Contains 5 critical logs.

Contains all required sections, but some less detailed. Contains 4 critical logs.

Contains all sections but some are brief and vague. Contains 3 critical logs.

Some Key sections missing and others are brief. Contains 2 critical logs.

Most sections missing and those present are too brief

PU

RP

OSE

-CEN

TER

ED E

DU

CA

TIO

N

INTE

GR

ATI

ON

To what degree has the student considered integration of Self & Others dimension into the Constructive Action process?

Strong integration of Self & Others dimension into the CA.

Very good integration of Self & Others dimension into the CA.

Moderate integration of Self & Others dimension into the CA.

Minimal integration of Self & Others dimension into the CA.

No integration of Self & Others dimension into the CA.

To what degree has the student considered the integration of the Values & Ethics dimension into the Constructive Action process?

Strong integration of Values & Ethics dimension into the CA.

Very good integration of Values & Ethics dimension into the CA

Moderate integration of Values & Ethics dimension into the CA

Minimal integration of Values & Ethics dimension into the CA

No integration of Values & Ethics dimension into the CA

To what degree has the student considered the integration of the Skills dimension into the Constructive Action process?

Strong integration of Skills dimension into the CA.

Very good integration of Skills dimension into the CA.

Moderate integration of Skills dimension into the CA.

Minimal integration of Skills dimension into the CA.

No integration of Skills dimension into the CA.

To what degree has the student considered integration of the Systems dimension into the Constructive Action process?

Strong integration of the Systems dimension into the CA.

Very good integration of the Systems dimension into the CA.

Moderate integration of the Systems dimension into the CA.

Minimal integration of the Systems dimension into the CA.

No integration of the Systems dimension into the CA.


STR

ATE

GIC

MA

NG

EMEN

T

& E

VA

LUA

TIO

N To what degree does the CA deliverables

constitute an introspective and comprehensive strategic management and evaluation on the part of the student regarding his/her specific career goals and general value system?

Thoughtful and honest strategic management and evaluation. Concretely and enthusiastically addresses CA project.

A thoughtful strategic management and evaluation. All sections present, but less detailed.

Satisfactory attempt at strategic management and evaluation, and some sections are brief.

Vague and brief strategic

management and evaluation.

Minimal evidence of strategic management and evaluation; some sections are missing and others too brief.

CO

MM

UN

ICA

TIO

N

To what degree is the CA document written in clear, coherent English, free of spelling and grammatical errors?

Excellent, effective, clear and error-free writing throughout.

Good command of written English but some grammatical and spelling mistakes still apparent.

Satisfactory command of written English with several grammatical and spelling mistakes.

Minimal command of written English with numerous grammatical and spelling mistakes.

CA Document is almost unintelligible and has glaring grammatical and spelling mistakes

CR

ITIC

AL

THIN

KIN

G

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly defined. Plan of action enthusiastically enacted and documented.

Problem relatively well defined with sound plan of action

Moderately defined Problem with satisfactory plan of action

Vaguely defined problem with unclear plan of action

No real problem defined and no clear plan of action

LOG

IC /

REA

SON

ING

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence

Logical interpretation of results and valid conclusions fully supported by evidence

Logical interpretation of results adequately supported by evidence

logical interpretation of results; results partially supported by evidence

Unclear interpretation, of results; with minimal evidence

Illogical or no interpretation of results

RES

EAR

CH

To what degree does the student exhibit research skills commensurate with the college level? This includes following basic competencies: 1. To successfully obtain information

from a number of different types of sources;

2. To distinguish relevant from irrelevant information;

3. To distinguish between credible vs. questionable sources;

4. To organize information into a comprehensive and coherent presentation, including the ability to summarize and critically evaluate

Six or more sources consulted, critically evaluated with correct citations.

Five sources consulted but less detailed critical evaluation, correct citation provided.

Four sources consulted, with less detailed critical evaluation, correct citations.

Three sources consulted and minimally evaluated with some incorrect citations.

Two or fewer sources consulted, with vague evaluation and incorrect (or no) citations throughout.


source material; 5. To exhibit proper citation

methodology wherever appropriate.

CO

MP

REH

ENSI

VEN

ESS

To what degree is the student’s work thorough, detailed and comprehensive?

All sections completed and presented in detail. Student has clearly demonstrated what was learned in the CA.

All sections completed but with less details. Student has mostly documented what was learned in the CA

All sections completed but with moderate details. Student has modestly documented what was learned in the CA.

Some incomplete sections with minimum details and documentation about what was learned in the CA

Most sections incomplete with hardly any details and documentation of what was learned in the CA

IND

UST

RY

EXP

OSU

RE Degree to which student has identified a

clear career path within the business context and has explored the requirements for success in this career path.

Path clearly defined. Plan thoroughly researched and enacted.

Path less clearly defined. Plan well reached and mostly enacted

Path moderately defined. Plan moderately researched and enacted.

Path minimally defined; plan minimally researched and enacted

Undefined Path Plan not logically researched and enacted

Total Score for CA Average of the above ten categories

Numeric Grade Letter Grade


EVALUATION STANDARDS (Please refer to the standards below to assess and assign rating)

GRADE/RATING STANDARDS

A 90-100

CA document constitutes a thoughtful, introspective, and honest self-assessment of self and career goals. Student has identified interest in a clear,” actionable” career path, has enacted a specific plan of action to start movement along this path, and has shown the ability to document this process clearly and comprehensively. Paper has an adequate number of Critical Logs (e.g., 5). Student has exhibited excellent Strategic Management & Evaluation skills and has consulted (and shown evidence of having digested and learned something from) at least 7 credible information sources. Student has thoughtfully considered the relation of the specific dimension courses to key aspects of the Constructive Action. The student has written a document in clear and coherent English, free of spelling and grammatical errors. The student has effectively communicated what he/she learned through this process.

B 80-89

CA document is complete and contains all required sections but in less detail. Fewer than optimal critical logs (less than 4) are presented. Ditto for number of sources for background research. Writing is less clear, with some spelling and grammatical errors.

C 70-79

CA document has obvious writing deficiencies. The document is less comprehensive and less detailed with fewer Critical Logs (e.g., less than 3). Ditto for Background Research sources consulted. The student consulted some less reputable source (e.g., questionable websites, etc). The student has discussed the Dimension classes in relation to the CA, but in a perfunctory manner.

D 65-69

The CA document shows minimal effort, being brief and vague; exhibits clear writing and/or organizational problems. It lacks some basic sections. Though the student has tried to present adequate citation in Background Research section, technical errors are apparent.

F Below 60

CA document does not reflect an entire semester’s work. Key elements of the document are either completely absent or minimally presented. Paper contains plagiarized material in the Background Research section, with little or no citation. Student did not engage in the purpose.

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