department of professional studies · web viewspring 2012 instructor: henry o’lawrence on campus:...

DEPARTMENT OF PROFESSIONAL STUDIESCOLLEGE OF HEALTH AND HUMAN SERVICES

CALIFORNIA STATE UNIVERSITY, LONG BEACH

HCA 4571 – Working Around the World Spring 2012

Instructor: Henry O’LawrenceOn Campus: [email protected] Phone: 562/985-8103Campus Office Hours: Tue. & Wed. 3:30-4:30Office Location: HHS2-001

Course: 7913Class Meets: 100% OnlineClass Room: Online

Additional Contact Information:HCA Program Administrative Coordinator: Deby McGill, [email protected]. 562/985-5694; fax 562/985-5886

Course DescriptionA study of the effects that religion, language and culture, political structure, economics, and physical environment have on the development of the workplace and people’s perceptions of work and occupations; with a focus on health organizations and in-depth understanding of the health workforce in the United States and around the world.

Teaching/Learning ObjectivesStudents who have completed this course should be able to:

Learning Objectives, Domain and Competency Table

Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3)

Create a climate that fosters understanding of cultural diversity and individual views of “work” and “job” in respective workplaces;

3 B. Professional Development and Lifelong Learning

Discussion, small exercises and reflection/critical commentary for each major discussion post

Develop a deeper understanding of cultural diversity issues that occur in the workplace;

2 B. Organizational Climate and Culture

Questions on Midterm and Final Exam

Analyze and discuss the current research, practice, and policy literatures related to cultural diversity; how to analyze a case study and how to develop a report;

5 E. Strategic Planning and marketing

Lecture, group discussion and short essay report

Discuss societal stereotypes of various cultural, ethnic, and racial groups and how stereotypes affect our perceptions of and interactions with persons from these groups;

1 A. Relationship Management

Case study report, assignment and beachboard discussion

mailto:[email protected]

mailto:[email protected]

*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the beachboard. It is a student’s responsibility to remain updated on course changes.

Required Texts (get the most recent versions in the book store):Turner, C. & Trompenaars, A. (2000). Building cross-cultural competence: How to create wealth from conflicting values. New Haven: Yale University Press.

Other Suggested Readings: (MUST HAVE)Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

Harrison, L. E. & Huntington, S. P. (Eds.) (2000). Culture matters: How values shape human progress. New York, NY: Basic Books.

Methods of Instruction

Discussion Analytical and reflective writing Informal peer content critique/feedback Informal and formal critique/feedback by the instructor Readings from class texts, class notes/material, and from additional sources Case Study and research activities

Evaluation

Your unit grade will be based on the following criteria: Midterm Examination 10%Final Examination 15%Discussion Questions Participation (cumulative weekly: 10 points per lesson) 45%Group Case Study Report 5%Final Research Paper 20%Assignments (including quizzes, special report and home work) 5%Total 100%

CLASS POLICIES:

Attendance: There is no attendance policy in this class in a traditional sense—the students are not required to participate in the class activities at any specific time each week. However, every assignment in this class has a due-date—such assignments must be submitted/presented on time.

Late Work: No late work will be accepted or rewarded any credit unless the failing to submit an assignment on time is due to those circumstances outlined in the CSULB Attendance Policy as Excused Absences (Academic Senate Policy #01-01). Please refer to the CSULB Catalog or visit the CSULB Academic Senate site to get familiar with the policy (http://www.csulb.edu/divisions/aa/grad_undergrad/senate/policy).

Participation: In this class, Participation is a set of specific weekly activities with the established deadlines. The nature of these activities and the evaluation criteria for them are described in detail further in this syllabus. ASSIGNMENTSBasic Technical Requirements:Internet access, E-mail account and access, Word Processing with MS Word compatibility: many of the class notes, documents, and additional readings are stored as MS Word files and documents; the exam is also written in MS Word--you will need this program in order to retrieve and open these documents and files; you will also need to use a MS Word compatible program to submit some of your work to the instructor. Individual Assignments:

All individual assignments must be computer-typed and word-processed, in the format described in the latest APA manual. (See APA folder under Course Information tab for some of the basic tips on APA). It is very important that you note that the writing style guide that the department requires for citations is APA 5th Edition; It is highly recommended that all students have a copy of the book. A quick style guide can be accessed through the University Library at: www.csulb.edu/library/eref/vref/style.html. More information about APA style is on beachboard content for the course.

YOUR RESPONSIBILITIES – Successful students follow both oral and written instructions. The syllabus and verbal instructions in class are the primary sources of instructions; so successful students should attend all classes and read the instructions carefully and refer to them regularly. Successful students write down any instructions received in class; they also are careful to make sure that they have taken accurate notes and ask question before due dates. Successful students look up information first so that they ask informed questions, not questions they already have the answers to. If they can’t find the answers, they contact the instructor after class or via voice mail or email.

Successful students pay close attention to how they can best and most easily learn the material in a particular subject area. You may find it helpful to take a learning styles inventory to guide your study habits. You can access one online at http://www.metamath.com//1sweb/dvclearn.htm. If you have difficulty figuring out how best to learn the material in this class, please make an appointment to see me. If you choose to take the online survey, you may submit your result for extra credit which will add percentage points to your lowest score.

http://www.metamath.com//1sweb/dvclearn.htm

http://www.csulb.edu/library/eref/vref/style.html

http://www.csulb.edu/divisions/aa/grad_undergrad/senate/policy

Discussion Questions:500-600 word essays addressing the questions stated in the discussion board. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional and relevant to the topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference minimum three sources of information; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

Evaluating Criteria for Discussion QuestionsThe responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

10 points per lesson--relevant content provided to all questions for the lesson; well organized, good writing mechanics (check spelling and grammar), evidence of relevant research; sources are cited and referenced according to APA format

8 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, evidence of relevant research BUT sources are not cited and/or referenced according to APA format

5 point per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Note: The Discussion Question assignments are scheduled in lessons 1 through 13; each Discussion Question assignment can earn maximum ten (10) points. The instructor will thoroughly critique the content and the format of each student’s responses in the first three weeks to provide guidance for the following Discussion Question assignments.

Discussion Participation:Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.

Evaluating Criteria for Discussion Participation:

2 points per lesson—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made

1 point per lesson—only one comment is posted per lesson; the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made

0 points per lesson—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification.

Note: The Participation Comments are scheduled in lessons 1 through 13; each Participation Comments assignment can earn maximum two (2) points. It means that you have some room to lose up to four points for this assignment and still earn the overall full points.

Exams:There will be two online open-book, open-notes midterm and final exams. The exams are primarily multiple-choice with a few essay questions. More information will be available prior to the exams.

Group Assignments:There will be one group assignment in this course—Team Case Report. Each student will be assigned to a team by the instructor before midterm exam. Each team will be able to communicate through its own discussion forum accessible only to the assigned members of the team; team members can also communicate via e-mail, phone, or any other preferred and accepted by all members modes of communication. Please note, that it is NOT expected that the team should meet in person; however, this decision is within each team’s discretion as long as all members consent.

Final Research Paper:The product is a 10-12-page font-12 double-spaced research paper on one of the topics covered and discussed in this course. The paper should address the issues of cultural differences in work-related aspects of society. The focus should be on countries and/or regions other than the US; however, the comparative analysis between other nations and the US is appropriate. You may also consider such Globalization issues as the effect of Globalization on a certain professional field, or similar). In general, choose the topic that is relevant to the course topics and discussions, on the one hand; and on the other, something that is relevant to your own professional, personal, and/or academic experience and interests.

The research must be written and organized according to APA format; particularly, pay attention to citations and references of research sources, and to the correspondence between citations in text of your essay and references at the end. It is expected that you will be using 10-15 different sources (minimum); that will include academic publications, national/international database, media/news reports, etc.

More information on the final research Paper assignment, suggested topics and outlines, as well as the criteria for evaluation can be found in the course website under Assignment Tab.

All assignments must be submitted by the specified due dates outlined in the Course Overview file.

Submission Instructions

Discussion Questions; Discussion Participation Comments:Type (or copy/paste from a word file) your answers, comments, and bibliography entries into the class main discussion board under the forums designated by the instructor.

Exams:The exam is to be submitted through the Dropbox tab. The dropbox will verify the time/date of submission (if necessary) the exam will not be graded until it is posted through the Dropbox.

Team Case Paper/Final Research Paper:The final Team Research Paper/Case Study are to be submitted to the class main Discussion Board under the forum assigned by the instructors. The paper must be submitted as a MS WORD attachment. All Case Study Report will be open and available for all students to read and comment.

LETTER GRADES Grades will be assigned based on the following percentages/scores:

% Letter Grade93 - 100 A83 - 92 B73 - 82 C63 - 72 D0 - 62 F

6 The University’s General Education policy requires students in “I” courses to write a minimum of 5,000 words in the course of the semester

***FINAL NOTE:

Writing assignments in this course will be comprised of:

Short written reports (summary or evaluative style, 2-3 pages, 400-600 words)

Short case scenarios (synthesis, 1-2 pages)

Written case reports (Introduction, body, and conclusion; presentation skills)

Executive summaries (summary or evaluative style, 1 page; presentations skills)

Literature reviews and reports of relevant material

Analytic and interpretive assignments based on critical reading, writing, and thinking skills.

Students will choose a topic of their choice from the instructional subjects as a research paper for their final project in the class. The final project – your research paper may require an oral presentation (in video for extra credit). An example of a final project might consist of the

student analyzing and discussing a case study related to the subject. For example: Students may have to study and draw conclusions from a publication from the US Congress Office of Technology Assessment. Student’s analysis and personal opinion will be submitted as a written essay on the last class meeting.

NOTE: All written assignments will be prepared using an approved manual of form style appropriate to the student's academic area (e.g., APA).

Bibliography

Acosta D. A. (2000). Impact of rural training on physician workforce:The role of post-residency education. The Journal of Rural Health, 2000, 16(3):254–261.

Task Force for Scaling Up Education and Training for Health Workers. Scaling Up, Saving Lives. Geneva, World Health Organization / Global Health Workforce Alliance, 2008 (http://www.who.int/workforcealliance/documents/Global_Health%20FINAL%20REPORT.pdf. Retrieved on September

8, 2010.

Adler, N. (1996). International dimensions of organizational behavior. Cincinnati: South-Western Publishing.

Anders, G. & Anderson, J. (2000). Managerial implications of cultural factors that influence programs in Mexican maquiladoras. Performance Improvement Quarterly 13, (2), 71- 96.

Couper, I.D. & Worley, P.S. (2006). Health and information in Africa: the role of the journal Rural and Remote Health. Rural and Remote Health, 9:644.

Dussault, G & Franceschini M.C. (2006). Not enough there, toomany here: understanding geographical imbalances in the distribution of the health workforce. Human Resources for Health, 2006, 4:12 (http://www.humanresourceshealth. com/content/4/1/12, retrieved on September 8, 2010

Gagnon, M. P., et al. (2007). Implementing telehealth to support medical practice in rural/remote regions: what are the conditions for success? Implementation Science, 1(18): 1-8.

Hongoro C & Normand C. (2006). Health workers: Building and motivating the workforce. In: Jamison DT et al. Disease Control Priorities in Developing Countries, 2nd ed. The World Bank / World Health Organization / Fogarty International Centre of the National Institutes of Health, 2006, 71:1309–1322.

Huicho L et al. (2010). Increasing access to health workers in underserved areas: A conceptual framework for measuring results. Bulletin of the World Health Organization. 88(5):357-63.

http://www.humanresourceshealth/

Willis-Shattuck, M. et al. (2008). Improving motivation and retention of health rofessionals in developing countries: a systematic review. BMC Health Services Research.

Barth, S. (1997) Bridge over troubled (cultural) water. World Trade, 10, (8), 32-33.

Hamilton K & Yau J. The global tug-of-war for health care workers. Washington, DC, Migration Policy Institute, 2004 http://www.migrationinformation.org/Feature/print.cfm?ID=271. Retrieved on September 8, 2010).

Gray, K., & Herr, E. (1998). Workforce education: The basics. Boston: Allyn & Bacon.

Hofsteed, G. (1997). Cultures and organizations : Software of the mind: Intercultural cooperation and its importance for survival. McGraw-Hill: New York.

Reid S. Monitoring the effect of the new rural allowance for health professionals – Research project report. Durban, Health Systems Trust, 2004 (http://healthlink.org.za/uploads/files/rural_allowance.pdf, accessed 29 March 2010).

Sanchez, C. & Curtis, D. (2000) Different minds and common problems: Geert Hofstede’s research on culture. Performance Improvement Quarterly, 13 (2), 9-18.

Mangham LJ & Hanson K. Employment preferences of public sector nurses in Malawi: results from a discrete choice experiment. Health Economics and Financing Programs, 2008, 13(12):1433–1441.

Omole, O.B, Marincowitz G, & Ogunbanjo G.A. (2005). Perceptionsof hospital managers regarding the impact of doctors’community service. South African Family Practice. 47(6):55–59.

The World Health Report (2008). Primary health care: now more than ever. http://www.who.int/whr/2008/whr08_en.pdf. Retrieved on September 8, 2010

Thurow, L. C. (1996). The future of capitalism. New York: Morrow and Co.

Trompenaars, A. (1998). Riding the waves of culture. Homewood IL: Irwin.

World Urbanization Prospects: The 2003 Revision Population Database. New York, NY, United Nations Department of Economic and Social Affairs, 2004 (http:// www.un.org/esa/population/publications/wup2003/WUP2003Report.pdf, accessed 17 March 2010

Appendix A

http://www.who.int/whr/2008/whr08_en.pdf.%20Retrieved%20on%20September%208

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 ManagementB. Communication SkillsC. 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 BehaviorB. Organizational Climate and CultureC. Communicating VisionD. 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 AccountabilityB. Professional Development and Lifelong LearningC. 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 OrganizationsB. Healthcare PersonnelC. The Patient’s PerspectiveD. 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 ManagementB. Financial ManagementC. Human Resource ManagementD. Organizational Dynamics and GovernanceE. Strategic Planning and MarketingF. Information ManagementG. Risk ManagementH. Quality Improvement

http://www.healthcareleadershipalliance.org/

Appendix B

Weekly Discussion Outline

Lesson 1Available from

Jan 23

--- through ---

Jan 27

Introduction and Orientation Required Reading:

o Lesson 1 o Class Notes o Class Material

DUE: by midnight of the last day of Lesson 01 o Discussion Question

o Group Formation


Jan. 30

-- through ---

Feb. 3

Definition of Work and Work Ethics Required Reading:

o Chapter 1 o Class Notes and Material

DUE: by midnight of the last day

o Discussion Question


Feb. 6

--- through ---

Feb. 10

The Effect of Organized Religion on Work Required Reading:

o Chapter 2 o Article: What Is "The Work Ethic?" o Class Notes and Material




Feb. 13

The Global Workforce post World War II Required Reading:

o Chapter 3 o Article: Hidden Jobs o Class Notes and Material


--- through ---

Feb. 17



Feb. 20

--- through ---

Feb. 24

Culture and Status of Job Market in Different Cultures and Regions Required Reading:

o Chapter 4 o Article: People Can Equal Profits and Problems o Class Notes and Material

DUE: by midnight of the last day o Discussion Question

*Reminder:


Feb. 27

-- through ---

March 2

Similarities and Differences of Occupational Status in Different Regions and Cultures Required Reading:


DUE: by midnight of the last day o Discussion Question o Group questions.

*Reminder: Midterm is next week


March 5

- through ---

March 9

Gender Differences in Work, Work Status and Compensation Required Reading:

o Chapter 6 o Article: RIGHTS-JAPAN: Women Rewrite Rules in

Male-Dominated Workplace o Class Notes and Material



Lesson 8Available from Technology and Work: Equalizer or Divider?

March 12

-- through ---

March 16

Required Reading:

o Chapter 7 o Article: The New Global Job Shift o Class Notes and Material



Lesson 9 Available from

March 19

- through ---

March 23

Cultural Diffirences in the Workplace/Organized Labor

Midterm

Required Reading: o None

DUE: by midnight of the last day of the midterm

o Midterm (Detailed Information will be posted in Course Documents)


March 26

-- through ---

March 30

The Future of Our Economy Required Reading:





April 2

--- through ---

April 6

Immigration Required Reading:





April 9

--- through ---

April 13

Lesson 13

April 16

---through---

April 20

Lesson 14

April 23

Through

April 27

Quality Improvement in Medicare Required Reading:

o Chapter 10 o Article: Europe's Unwelcomed Guest o Class Notes and Material

DUE: by midnight of the last day o Discussion Question

Britain and Europe

Required Reading:

o Chapter 11-12 o Class Notes and Material

DUE: by midnight of the last day - Dec. 3rd o Discussion Question

*Reminder: Final Research report are due next week

Required Reading:

o See content DUE: by midnight of the last day:

*Reminder: Final Research Paper is due on April 27th.

Required Reading:

o See content DUE: by midnight of the last day: Telephone conference or in

office discussion o Research Paper

Required Reading:

DUE: by midnight of the last day of the final exam. o Final Exam (Detailed Information is posted in Course

Please note that final research paper is due on April 27th by 12midnight.

Group Case Project is due on May 7th. Final exam is due May 14th.

?

--- through ---

?

***Please make sure you review the course content for other assignments due date.

Appendix C

My Rubric for Grading Research Paper

Levels of Writing Quality Research Paper for the Following Classes

(HCA 417i, 410, and422i, 457i)

Writing quality research paper for my course will be evaluated using the features defining the four levels. A passing grade for the writing quality of the paper will be achieved by writing at Level 3.

Level 1 Writing (Beginner). Features of these papers: Ill-defined or no thesis Unfocused sense of audience Inadequate organization and/or development Inappropriate or insufficient details to support ideas Does not demonstrate understanding of topic beyond a surface level Multiple errors in grammar, diction, sentence structure, or spelling

Level 2 Writing (Novice). Features of these papers: Vague purpose or multiple purposes Sense of audience wavers Evident but inconsistent development Does not advance an argument with adequate support Demonstrates some understanding of the topic, but does make connections among

ideas Lack of language facility with frequent errors

Level 3 Writing (proficient). Features of these papers: Expresses a clear, coherent thesis Sticks to the purpose and provides adequate transitions among ideas Connects ideas within the material and to other ideas and sources Moves beyond surface understanding and demonstrates facility with topical and

disciplinary knowledge Conveys a sense of audience with appropriate use of disciplinary language Advances argument with sound evidence and references Readability enhanced by facility with language and sentence conventions

Level 4 Writing (Advanced). Features of these papers: Insightful, creative or skillfully designed purpose Sense of audience demonstrated through form and language

Demonstrates disciplinary understanding and interconnections; makes links that suggest the discovery of new information or new ways of designing/displaying information

Effective organization contributes to full development of presentation Innovatively or expertly advances argument with well-researched evidence and

documentation Work enhanced by facility in language use, range of diction, and syntactic variety

Dichotomous Scale for Evaluating Writing

Yes No Substance ___ ___ 1. Paper addresses the issue.

___ ___ 2. Paper has a focus, central idea. ___ ___ 3. Paper develops major aspects of the central idea. ___ ___ 4. Paper shows awareness of importance of main

ideas.

Organization ___ ___ 5. Structure or pattern of the paper is clear. ___ ___ 6. Paper has an introduction, development, and

conclusion. ___ ___ 7. Each paragraph is coherent. ___ ___ 8. Transitions from one idea to next are logical.

Mechanics ___ ___ 9. Sentence structure is coherent___ ___ 10. Sentences are not awkward. ___ ___ 11. Sentences are varied. ___ ___ 12. Errors in use of verbs are few.___ ___ 13. Errors in use of pronouns are few. ___ ___ 14. Errors in use of modifiers are few.___ ___ 15. Errors in word usage are few.___ ___ 16. Punctuation errors are few.___ ___ 17. Spelling errors are few.

Evidence ___ ___ 18. Statements are accurate. ___ ___ 19. Opinions are adequately supported.

___ ___ 20. Sources are identified and documented appropriately.

Mechanics (alternative) ___ ___ Paper shows control of grammar.

___ ___ Paper shows control of syntax.___ ___ Paper has few misspellings.

CRITERIA FOR GRADING

C Grade Participate in all group activities/assignments/discussions Take all quizzes (75%) Take mid-term examination (must score 75% or higher) Take final examination (must score 75% or higher) Poor final research paper

B Grade

Participate in all group activities/assignments/discussions Take all quizzes (85% or higher) Take mid-term examination (must score 85% or higher) Take final exam (must score 85% or higher) Research paper acceptable

A Grade

Participate in all group activities/assignments/discussions Take all quizzes (92%) Write a research paper (must include 10 references, not less than 10 pages,

written in APA style, must grammatically sound, and must be a very good quality report)

Take mid-term examination (must score 92%) Take final exam (must score 92%)

Components of a Research Study

Overview of Review Literature: Abstract (2%) Introduction (10%) Statement of the problem/purpose of study (10%) Objectives/Conceptual Framework (5%) Need of the study (Educational Value) (3%) Literatures (10%) Findings/Analysis (35%) Conclusion (5%) Recommendations (5%) References (5%) Overall APA format (10%)

* Note: All research projects must be written in APA style