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Fall 2019 Semester—EHCA 5370—Dr. Timothy Rotarius

Executive Health Care Administration MPA ProgramFALL 2019

Graduate Health Care Economics (EHCA 5370)

Dr. Timothy Rotarius, Ph.D., MBAProfessor

[email protected] 407-970-9284

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This course meets in-class for 16 hours. There will be four in-class sessions, each four hours long. These sessions will be spread over a two-day period. The dates of in-class meetings are shown later in this syllabus. In addition, this course regularly uses email and the course website.

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Statement of Accountability for this Graduate Course

As a student in this course, you agree to the following: I have read and understand the course policies as explained in the syllabus. I plan to spend a minimum of 10 hours per week working on this course work. I agree to attend all in-class sessions. I will not offer personal excuses or work-related excuses to my Professor. I accept responsibility for issues related to my computer and internet connection. I will follow the email protocols as described in the syllabus. If I cheat or plagiarize, I will accept a score of zero on the specific item. I hope to meet every deadline or will accept a score of zero on the specific item. I do not expect to ask for favoritism from the Professor. During the semester, I plan to periodically re-read the entire syllabus.

Course Description

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mailto:[email protected]


The course is designed to assist students as they develop a set of tools that can help them make economic-based policy decisions in today’s healthcare environment. Students will study economic paradigms and apply economic theories as a way to approach resource allocation issues in the healthcare industry.

Course Learning Objectives

1. Express how and why market systems work and what makes healthcare markets different from the markets in other industries.

2. Apply basic economic analysis tools to healthcare topics.3. Recognize current healthcare expenditures and demographic patterns in the U.S.

affecting healthcare markets. 4. Understand private and public health insurance systems in the US.5. Have an understanding of the factors that influence the supply and demand for

healthcare products and services.6. Use economic tools to examine current public policy issues in healthcare. 7. Characterize the differences between public healthcare goods and private

healthcare goods and explain how decisions about their production and distribution are made by society under different political systems.

8. Demonstrate the use of cost‐benefit techniques and cost‐effectiveness analysis in decisions to produce and distribute healthcare goods and services.

9. Interpret the findings of health economics research and examine the implications for predicting the behavior and performance of consumers and organizations in the healthcare industry.

Graduate health administration programs strive to cultivate specific competencies within their programs. These competencies are intended to develop related knowledge, skills, and abilities in each student. Each of the learning objectives presented above are mapped to program competencies as elucidated by the Commission on Accreditation of Healthcare Management Education (CAHME). The results of this mapping process are presented at the end of this syllabus in the appendix

Course Materials

Required Textbooks:

Lee, Robert. 2009. Economics for Healthcare Managers, 2nd edition. Health Administration Press. ISBN: 978-1-56793-314-7.

Tate, Nick J. 2013. Obama Care Survival Guide. Humanix Books. ISBN: 978-0-89334-862-5.

Other required course materials:

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Discussion section of course website. Microsoft Word, Microsoft Excel, and Adobe Acrobat. Calculator (no preference as to brand or model number).

Supplemental Reference Textbooks (Not Required):

Getzen, Thomas E. 2013. Health Economics and Financing, 5th ed. Wiley Publishing. ISBN: 978-1-11818-490-5.

Feldstein, Paul J. 2012. Health Care Economics, 7th ed. Delmar Publishing. ISBN: 978-1-11131-326-5.

Note: Movies will be shown during the in-class sessions. The references for these movies are:

The Ascent of Money by Niall Ferguson, PBS.

Mind Over Money by Malcolm Clark, PBS.

Additional readings and reference materials will be provided via the course website.

Learning Objectives for the Lee Textbook

Chapter 1—Why Health Economics? Describe the value of economics for managers. Identify major challenges for healthcare managers. Find current national and international information about healthcare

outcomes. Distinguish between positive and normative economics.

Chapter 2—An Overview of the U.S. Healthcare System: Articulate the input and output views of healthcare products. Identify major trends in healthcare. Find current national and international information about healthcare

outputs. Apply marginal analysis to a simple economic problem.

Chapter 3—An Overview of the Healthcare Financing System: Use standard health insurance terminology. Identify major trends in health insurance. Describe why health insurance is common. Describe the major problems faced by the current insurance system. Find current information about health insurance.

Chapter 4—Describing, Evaluating, and Managing Risk:

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Calculate an expected value and standard deviation. Describe the key features of a risky outcome. Construct and use a decision tree to frame a choice. Discuss common approaches to managing risk.

Chapter 6—The Demand for Healthcare Products: Calculate sales and revenue using simple models. Discuss the importance of demand in management decision making. Articulate why consumer demand is an important topic in healthcare. Apply demand theory to anticipate the effects of a policy change. Use standard terminology to describe the demand for healthcare

products. Discuss the factors that influence demand.

Chapter 7—Elasticities: Calculate and arc elasticity. Use elasticities to describe economic data. Apply elasticities to make simple forecasts. Use elasticity terms appropriately.

Chapter 9—Supply and Demand Analysis: Define demand and supply curves. Interpret demand and supply curves. Use demand and supply analysis to make simple forecasts. Identify factors that shift demand and supply curves.

Chapter 13—Economic Analysis of Clinical and Managerial Interventions: Identify when a cost-minimization analysis is appropriate. Distinguish between cost-benefit analysis and cost-utility analysis. Explain why economic evaluation is necessary in healthcare. Discuss the importance of comparing the best alternatives.

Chapter 15—Government Intervention in Healthcare Markets: Describe the advantages of perfectly competitive markets. Explain when markets may be inefficient. Discuss alternative approaches to market failure.

Course Work & Grading

Course work consists of: Solving end-of-chapter problems sets (PS1, PS2, PS3) Writing and reviewing exam questions (9 Questions & 9 Reviews) Preparing reports based on the Affordable Care Act (A1, A2, A3)

Course Work from the Lee Textbook: 54%

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PS1 End-of-Chapter problem sets from Chapters 1,2,3 = 12 pointsPS2 End-of-Chapter problem sets from Chapters 4,6,7 = 12 pointsPS3 End-of-Chapter problem sets from Chapters 9,13,15 = 12 points

Q1, etc. Writing exam questions from the Lee textbook = 9 points

R1, etc. Reviewing exam questions from the Lee textbook = 9 points

Assignments using the Affordable Care Act : 46%

A1 Details when assignment becomes available = 18 pointsA2 Details when assignment becomes available = 18 pointsA3 Details when assignment becomes available = 10 points

TOTAL POINTS = 100 points 100%

Course grading scale: A = 90+ pointsB = 80-89 pointsC = 70-79 pointsF = fewer than 70 points

Neither makeup work nor extra credit will be offered in this course.

Learning Schedule

Please visit the university’s academic calendar for important dates (www.uttyler.edu).

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General Dates

Aug 26 Semester begins

Aug 30 Complete course preparation: Access course website to become familiar with the course. Identify open and due dates during the semester.


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In-Class Sessions

Sept 8 8:00 am to noon in-classIntroductions and review of syllabus.Lee Textbook: Chapters 1, 2, 3, 4.Tate Textbook: Chapters 1, 2, 3, 4, 5.Movie: The Ascent of Money: Episode 1.

Sept 8 1:00 pm to 5:00 pm in-classLee Textbook: Chapters 6, 7.Tate Textbook: Chapters 6, 7, 8, 9.Movie: The Ascent of Money: Episode 2.

Sept 9 8:00 am to noon in-classLee Textbook: Chapter 9, 13.Tate Textbook: Chapters 10, 11, 12, 13.Movie: Mind Over Money.Movie: The Ascent of Money: Episode 3.

Sept 9 1:00 pm to 5:00 pm in-classLee Textbook: Chapters 15.Tate Textbook: Chapters 14, 15, 16, Appendix.Movie: The Ascent of Money: Episode 4.

From the Lee Textbook

Sept 15 Read Chapters 1, 2 Sept 25 Read Chapter 3 Oct 2 Read Chapters 4, 6Oct 9 Read Chapter 7 Oct 16 Read Chapter 9 Oct 23 Read Chapter 13 Nov 6 Read Chapter 15


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From the Tate Textbook

Sept 2 Read Chapters 1, 2, 3 Sept 24 Read Chapters 4, 5, 6, 7 Oct 1 Read Chapters 8, 9, 10 Oct 8 Read Chapters 11, 12, 13 Oct 15 Read Chapters 14, 15, 16 Oct 22 Read the Appendix

Problem Sets from the Lee Textbook

Sept 26 PS1 opens Oct 13 PS1 due Oct 10 PS2 opens Oct 27 PS2 due

Oct 31 PS3 opens Nov 17 PS3 due

Questions Written (using the Lee Textbook)

Sept 18 Q1 and Q2 openSept 23 Q1 and Q2 due

Sept 25 Q3 opens Sept 30 Q3 due

Oct 2 Q4 and Q6 open Oct 7 Q4 and Q6 due

Oct 9 Q7 opens Oct 14 Q7 due



Nov 6 Q15 opensNov 11 Q15 due


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Questions Reviewed

Sept 24 R1 and R2 open Sept 29 R1 and R2 due

Oct 1 R3 opens Oct 6 R3 due

Oct 8 R4 and R6 open Oct 13 R4 and R6 due



Oct 29 R13 opens Nov 3 R13 due

Nov 12 R15 opens Nov 17 R15 due

Assignments using the ACA

Aug 30 Begin reading the ACA

Sept 13 A1 opens Oct 7 A1 due

Oct 11 A2 opens Nov 4 A2 due

Nov 8 A3 opens Dec 5 A3 due


University Administrative Issues

UT Tyler Honor CodeEvery member of the UT Tyler community joins together to embrace: Honor and integrity that will not allow me to lie, cheat, or steal, nor to accept the actions of those who do.Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www.uttyler.edu/wellness/rightsresponsibilities.phpCampus CarryWe respect the right and privacy of students 21 and over who are duly licensed to carry concealed weapons in this class. License holders are expected to behave responsibly and keep a handgun secure and concealed. More information is available at http://www.uttyler.edu/about/campus-carry/index.php UT Tyler a Tobacco-Free UniversityAll forms of tobacco will not be permitted on the UT Tyler main campus, branch campuses, and any property owned by UT Tyler. This applies to all members of the University community, including students, faculty, staff, University affiliates, contractors, and visitors.

Forms of tobacco not permitted include cigarettes, cigars, pipes, water pipes (hookah), bidis, kreteks, electronic cigarettes, smokeless tobacco, snuff, chewing tobacco, and all other tobacco products. There are several cessation programs available to students looking to quit smoking, including counseling, quitlines, and group support. For more information on cessation programs please visit www.uttyler.edu/tobacco-free.Grade Replacement/Forgiveness and Census Date PoliciesStudents repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar.Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract.

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The Census Date is the deadline for many forms and enrollment actions of which students need to be aware. These include:

Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) Schedule adjustments (section changes, adding a new class, dropping without a “W” grade) Being reinstated or re-enrolled in classes after being dropped for non-payment Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions.Disability/Accessibility ServicesIn accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University of Texas at Tyler offers accommodations to students with learning, physical and/or psychological disabilities. If you have a disability, including a non-visible diagnosis such as a learning disorder, chronic illness, TBI, PTSD, ADHD, or you have a history of modifications or accommodations in a previous educational environment, you are encouraged to visit https://hood.accessiblelearning.com/UTTyler and fill out the New Student application. The Student Accessibility and Resources (SAR) office will contact you when your application has been submitted and an appointment with Cynthia Lowery, Assistant Director of Student Services/ADA Coordinator. For more information, including filling out an application for services, please visit the SAR webpage at http://www.uttyler.edu/disabilityservices, the SAR office located in the University Center, # 3150 or call 903.566.7079.Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester.

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Student Absence for University-Sponsored Events and ActivitiesIf you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.Social Security and FERPA StatementIt is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically. Emergency Exits and EvacuationEveryone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services.Student Standards of Academic ConductDisciplinary proceedings may be initiated against any student who engages in scholastic dishonesty, including, but not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.i.“Cheating” includes, but is not limited to:

copying from another student’s test paper;using, during a test, materials not authorized by the person giving the test;failure to comply with instructions given by the person administering the test;possession during a test of materials which are not authorized by the person giving the test, such as class notes or specifically designed “crib notes”. The presence of textbooks constitutes a violation if they have been specifically prohibited by the person administering the test;using, buying, stealing, transporting, or soliciting in whole or part the contents of an unadministered test, test key, homework solution, or computer program;collaborating with or seeking aid from another student during a test or other assignment without authority;discussing the contents of an examination with another student who will take the examination;divulging the contents of an examination, for the purpose of preserving questions for use by another, when the instructors has designated that the examination is not to be removed from the examination room or not to be returned or to be kept by the student;

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substituting for another person, or permitting another person to substitute for oneself to take a course, a test, or any course-related assignment;paying or offering money or other valuable thing to, or coercing another person to obtain an unadministered test, test key, homework solution, or computer program or information about an unadministered test, test key, home solution or computer program;falsifying research data, laboratory reports, and/or other academic work offered for credit;taking, keeping, misplacing, or damaging the property of The University of Texas at Tyler, or of another, if the student knows or reasonably should know that an unfair academic advantage would be gained by such conduct; andmisrepresenting facts, including providing false grades or resumes, for the purpose of obtaining an academic or financial benefit or injuring another student academically or financially.

ii. “Plagiarism” includes, but is not limited to, the appropriation, buying, receiving as a gift, or obtaining by any means another’s work and the submission of it as one’s own academic work offered for credit.iii. “Collusion” includes, but is not limited to, the unauthorized collaboration with another person in preparing academic assignments offered for credit or collaboration with another person to commit a violation of any section of the rules on scholastic dishonesty. iv. All written work that is submitted will be subject to review by plagiarism software.UT Tyler Resources for Students

UT Tyler Writing Center (903.565.5995), [email protected] Tyler Tutoring Center (903.565.5964), [email protected] Mathematics Learning Center, RBN 4021, this is the open access computer lab for math students, with tutors on duty to assist students who are enrolled in early-career courses.UT Tyler Counseling Center (903.566.7254)

Course Policies and Rules

Your up-to-date grade percentage is calculated as follows:(sum of your scores at this time ÷ total possible points at this time)

Do not plagiarize. Plagiarism is defined as using another’s work without any indication of the source, thereby attempting to convey the impression that such work is your own. All submitted course work must represent the student’s own scholarly and creative efforts, which means that an anti-plagiarism statement must be included on all submitted work.

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Computer Issues

Students are responsible for any computer problems (such as disk crashes and internet connection failures) that you experience.

If you sincerely believe there was a problem with the university’s computer system, visit the university website to find if a university-caused computer problem has occurred.

If there really was a university problem, it will show up on the university website within a day or so. Keep looking at those webpages and, if you see that a university problem occurred when you were having difficulties, let me know.

If the university computer department says that there was a university problem, I will make every effort to make sure students’ scores are not adversely affected by university computer problems.

Email Communication Protocol

For communications containing private and personal information, please use the private course email system. In your email to me, please remember to include your phone number (if necessary).

For course-related (i.e., non-personal) communications, please use the public course communication system.

Medical Issues

Verifiable medical documentation and funeral documentation will be reviewed to determine if special arrangements are warranted.

If you believe you deserve special consideration for these types of issues, please scan your documentation into a pdf file and send the file to me (via the private course email system).

Course Work Guidelines

Course work provides opportunities for students to demonstrate practical application of economics concepts, critical thinking skills, and general knowledge in various economic content areas.

Since repetition in problem solving is the key to understanding the principles of economics, the completion of course work is critical to achieving success in this course.

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Course assignments will be open for a defined number of days during which time students need to (a) read the assignment and (b) submit their homework.

Late course work cannot be accepted.

All general inquiries related to course work should be posted to the appropriate discussion section of the course website. That way, everyone in the course will benefit from the discussion of the issue.

Individual homework scores will be available about 3-5 days after the due date.

For selected homework assignments, after the scores are computed, I submit a “Results” posting within the general discussion section of the course website. These “Results” postings show the main reasons why students lost points on specific assignments.

Formatting for Course Work

All homework will be submitted as a pdf file (with the following filename extension: .pdf ).

Course work submitted as a word processing file will NOT be accepted for credit.

Course work submitted as a spreadsheet file will NOT be accepted for credit.

Please do not use a separate cover page for your homework.

Discussion Section of the Course Website

To simulate the question-and-answer portion of an in-class course, we will utilize the discussion section of the course website. Periodically, topics of interest will be posted that are intended to facilitate learning the chapter content. While students do not have to respond to these postings, responses are encouraged.

There are no participation points related to student involvement with the course discussion section (just as there are no points for reading the textbook). However, you still need to keep up with the discussions. These discussion postings are intended to help you. I read every student discussion posting and, as necessary, make corrections to student postings. In addition, I sometimes provide clarifications that may alter a course expectation (such as changing a due date or altering an assignment requirement or changing something else in the course).

Regarding the discussion postings, we do not want our course discussion section to resemble a disorganized pile of postings. Therefore, please post your discussions in the appropriate place. If, for example, you want to ask a question about Assignment 2, look

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for the discussion section titled A2. If it exists, then post your thoughts there. If it does not exist, feel free to create the new discussion section.

Here are some guidelines for using the discussion section:

Every student is expected to read every posting in the discussion section.

The discussion section is not to be used as a forum to have other students do your work.

Do not use the discussion section to ask questions regarding, for example, when an assignment is due (that specific answer is in the syllabus).

Feel free to use the discussion section to schedule a place to meet to study together.

Please use the discussion section to ask questions about interpreting the assignments and to post discussions about current healthcare issues. That is one way we can learn from others.

Closing Details

Now that you have finished reading the syllabus, it is a good idea to re-read it one more time so that you understand your responsibilities and your required commitment to this course. That way, there will be no surprises later.

This syllabus is subject to change based on the Professor's perception of the overall preparation and progress of the class.

One last point—As you decide how much time to devote to this course, please keep the following in mind:

If you spend a lot of time listening to music, you will remember a lot of songs.

If you spend a lot of time watching TV, you will know a lot about TV.

If you spend a lot of the time following sports, you will learn a lot about sports.

If you spend a lot of time studying healthcare economics, you will learn a lot about healthcare economics.

Good luck!!

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APPENDIX—Learning Objectives and Links to CAHME Competencies

COURSE OBJECTIVE PROGRAM COMPETENCY*

1. Express how and why market systems work and what makes healthcare markets different from the markets in other industries.

I.A.1I.A.2I.B.1

2. Apply basic microeconomic analysis tools to healthcare topics.

II.A.4II.D.4II.G.2II.H.1

3. Recognize current healthcare expenditures and demographic patterns in the U.S. affecting healthcare markets. I.B.1I.B.2

4. Understand private and public health insurance systems in the US.I.A.1I.A.2II.D.4

5. Have an understanding of the factors that influence the supply and demand for healthcare products and services.

I.A.2II.H.1

6. Use economic tools to examine current public policy questions in healthcare. II.A.3II.D.4II.H.2II.H.3

7. Characterize the differences between public healthcare goods and private healthcare goods and explain how decisions about their production and distribution are made by society under different political systems.

I.B.1I.B.2II.A.4

8. Demonstrate the use of cost‐benefit techniques and cost‐effectiveness analysis in decisions to produce and distribute healthcare goods and services.

I.A.1I.A.2II.A.1II.G.2

9. Interpret the findings of health economics research and examine the implications for predicting the behavior and performance of consumers and organizations in the healthcare industry.

I.B.2II.A.3

Teaching and learning methods utilized in this course (per CAHME reporting):

TEACHING/LEARNING METHODS % of TimeHigher Level(e.g. In class presentations, Cases, Team Activities, Simulations, External Field Experiences, Strategic/Consulting Projects, Reflective Learning)

35%

Lower Level(e.g. Readings, Lectures, Guest Speakers, Online/Class Discussions, Web Modules)

65%

Assessment methods utilized in this course (per CAHME reporting):

TEACHING/LEARNING METHODS % of GradeHigher Level(e.g. Observation checklists; Case/Project review and feedback; Team effectiveness assessment; Journals; Experiential report/Portfolios; Reflective Modeling; Class participation; Strategic/Consulting Projects)

40%

Lower Level(e.g. Pre/Post Knowledge/Skills Testing; Exams; Papers/Reports

60%

* List of CAHME Competencies

DOMAIN COMPETENCY INDICATORI. Understanding of

the Healthcare Environment:

The understanding of the healthcare system and the environment in which healthcare

A. Healthcare Systems and Organizations

1. Demonstrate knowledge of the healthcare system, its funding and payment mechanisms, and the environment in which it operates

2. Assess the interrelations among access, quality, cost, resource allocation, accountability, and community

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managers and providers function. B. Public Health and Health Outcomes

1. Understand and articulate health and public health policy outcomes

2. Develop outcome measures for planning and policy

II. Business Skills and Knowledge:

The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General Management 1. Analyze and evaluate information to support a decision or recommendation

2. Conduct needs analysis, identify and prioritize requirements

3. Demonstrate critical thinking and analysis4. Identify alternate processes and potential

solutionsB. Financial Management 1. Understand and apply basic accounting,

financial management, and financial analysis principles

C. Human Resource Management

1. Familiarity with and ability to apply human resource laws and regulations

2. Performance management and employment satisfaction measurement and improvement systems

3. Examine and implement selection, recruitment, and retention techniques

4. Develop organizational policies and procedures

D. Organizational Dynamics and Governance

1. Ability to analyze and apply organizational systems theory and structure

2. Ability to analyze and apply governance theory and structure

3. Assess organizational culture and its impact on effectiveness

4. Interpret and integrate federal, state, and local regulation/laws

E. Strategic Planning and Marketing

1. Define and construct strategic planning principles and processes

F. Information Management

1. Explain the role and function of information technology in operations

2. Ability to plan and implement information systems

3. Ability to integrate technology security requirements

4. Interpret and analyze data necessary for decision making

G. Quality Improvement 1. Understand and apply quality management principles

2. Familiarity with and ability to apply data collection, measurement, and analysis tools and techniques

H. Health Economics and Policy

1. Analyze and apply economic theory and concepts to business decisions

2. Identify policy issues and key stakeholders 3. Design and evaluate policy strategies

III. Communication and Relationship Management:

The ability to communicate clearly and concisely with internal and external stakeholders, establish and maintain relationships, and facilitate constructive interactions with individuals and groups.

A. Communication Skills 1. Demonstrate effective written, oral communication, and presentation skills

2. Provide and receive constructive feedback3. Listen and respond effectively to the ideas

and thoughts of othersB. Relationship

Management1. Build collaborative relationships2. Demonstrate effective interpersonal

relations3. Practice and value shared decision making

C. Facilitation and Negotiation

1. Demonstrate effective negotiation and facilitation techniques

2. Facilitate conflict, mediation, and alternative dispute resolution

DOMAIN COMPETENCY INDICATORIV. Leadership: I. Leadership Skills and 1. Champion solutions and encourage

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The ability to inspire individual and organizational excellence, create a shared vision and effectively manage change to attain the organization’s strategic ends and successful performance.

Behavior decision making2. Engage in critical thinking and decision

making3. Utilize relevant data to critically analyze

financial and organizational issues4. Provide visionary leadership identifying

future possibilities for the organizationII. Organizational Climate

and Culture1. Create an organizational climate that

encourages teamwork2. Establish an organizational culture that

values and supports diversity3. Support innovation and creativity

III. Communicating Vision 1. Create and communicate a shared vision2. Promote systems thinking in operations3. Identify opportunities for growth and

development of the organizationIV. Managing Change 1. Demonstrate change management skills

2. Anticipate and plan strategies for overcoming obstacles

3. Anticipate the need for resources to carry out initiatives

DOMAIN COMPETENCY INDICATORV. 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

1. Uphold and act upon ethical and professional standards and principles

2. Demonstrate and promote cultural sensitivity

B. Professional Development and Lifelong Learning

1. Provide personal commitment to enhance knowledge, skills, and abilities in healthcare administration

2. Value and act on feedback that is provided about one’s own strengths and weaknesses

C. Contributions to the Community and Profession

1. Participate in community service

2. Support collegial relationships with peers through networking, information sharing, and mentoring

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