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Organizational Change Management in Hospitals
Executive summary for change management in health care organization
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While reviewing this week’s reading there were three common errors in judgment I reviewed. First error in judgment was stereotyping. Stereotypes are basically a fixed perception of a person or situation (Bethel University, 2013). I stereotyped this week reading when I read the article on mental health. I categorized all people with mental problems being the same. I quickly judged and assessed the material and realized that they're all different types of illness and factors that contribute (Bethel University, 2013). This was an eye-opener because I thought it was just a chemical imbalance in someone’s body that made them sick.
The second error was snap judgments. Snap judgment is making and assumption or plan before collecting enough knowledge
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Our facility just started acquiring custodial workers and utilizing them. This was very new to me and everybody on staff. This was a good addition but also a challenging one, I was determined to come up with a solution. This solution would we the building blocks for the current custodial workers as well as the incoming custodial workers.
I brainstormed some ideas and presented them to my manager. I made a custodial worker checklist that they would have to follow. The leading person on staff duty was to go behind and check to see they did everything. This idea would be implemented and given a trial run to see how smoothly if would operate. As I implemented the plan I soon realized it would ultimately fail.
Allowing failure is important if you want growth. Failure is not necessarily a bad thing and I learned that when my idea failed. The reason it failed is because I wasn’t taking in consideration the amount of traffic we were receiving. I didn’t think about the extra duties that they would have to complete on certain days. I went back and revised my plan and implemented it for a second time to see if this time, it would
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I kept a journal and evaluated the progress and growth from the custodial worker. I supported her idea and suggestions and also acknowledged when did things right (Bethel University, 2013). I practiced being consistent and stern so she didn’t have room to slack. She was doing well but, then suddenly her performance started to decline.
I was puzzled at why she was suddenly doing poor on the checklist. I analyzed the situation and couldn’t find a reason why all of sudden she wasn’t doing so well in her performance. She became careless and uninterested in her job. I analyzed all parts left, right, hers and mines. I suddenly came to realization maybe it’s not the job or me or the chart maybe it’s something internally she’s dealing with.
I called her into the office one day and asked her “what’s going on?” she replies by opening up and telling me she has social anxiety and she hasn’t been taking her medicine. I assured her everything was going to be alright and that we have counselors on post that she could talk to. I wanted to “fix” the problem before it got any worse. I told her I could tell something was off because of her performance and attitude. She and I sat in the office and came up with a solution and we definitely fixed the
As days go by she finds herself growing to dislike management noting how she is constantly up and about while those that supervise sit all day. She has to constantly be...
Downs-Whitelaw, S., Moore, E., &McFadden, E. J. (2009). Child welfare and family services: Policies and practice, USA: Parson Education Inc.
...e Services only require the bare minimum of care for children. This is not acceptable, quality in childcare matters and it is time for us to change our expectations. Children deserve the best care that society and their parents can offer them. The Texas Department of Family and Protective Services is currently holding stakeholder meetings across the State. The purpose of these meetings, aimed toward parents and childcare providers, is to create a discussion about the current minimum standards. By attending these meetings, and making our voices heard, we as a society will be able to make a change. Requiring that every childcare operation meet the ratios recommended by the National Association for the Education of Young Children creates the possibility for every child to receive the best start in life. It is difficult to think of a better outcome from a policy change.
Haight, Wendy L., James E. Black, Sarah Mangelsdorf, Grace Giorgio, Lakshmi tata, Sarah J. Schoppe, and Margaret Szewcyk. "Making Visits Better: The Perspective of Parents, foster Parents, and Child Welfare Workers." EBSCOhost. EBSCO, 1 Mar. 2002. Web. 13 Dec. 2013.
It is important for each employee to understand the organizations philosophical foundation. Every Child Inc. employees do not all have a degree in social work, only a handful of employees have a social work degree. While examining the organization as a whole I would say that Every Child Inc. follows the National Association of Social Workers, NASW, Guidelines and Principles. Every Child Inc. values service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. Every Child Inc. values all of their employees and the supervisors are always available for guidance and assistance when needed. Every Child Inc. is committed to their employees, families and children that they serve. Every Child Inc. also sends staff to trainings regarding their line of work at the agency.
"Child Care Quality: Does It Matter?" LifeSkills 1 (Dec. 2000/2001): 4.Http://www.danrpeoplelinks.ucr.edu/nb3/lib/ls_1_4.pdf. University of California. Web.
Overall, the conversational flow is generally smooth, with both of us providing ongoing feedbacks. Sammi appropriately practiced fogging when challenged by my criticism. However, our conversation could be even more effective when Sammi use negative inquiry instead of a blocking response. Also due to the transient nature of our discussion, I failed to employ any empathetic statements, especially when knowing her hectic schedule may be principle factor attributed to the recent behaviors. Our friendly relationship seemed not to be altered followed the conversation. What is better is that Sammi managed to clean up her room earlier that she had promised. As a result, it was a successful conversation, as both parties engaged attentively and actively by practicing several techniques concerning assertiveness and responding to criticism.
Collaborations require a change in thinking--the ability to see the "big picture"--and in operating--alteration of structures, policies, and rules to make service delivery seamless. Such changes, or "paradigm busting" (Bendle/Carman 1996) can be intimidating or threatening; in addition, other barriers must be overcome in order to make partnerships work: negative past experiences with collaboration; difficult past/present relationships among agencies; competition and turf issues; personality conflicts; differing organizational norms, values, and ideologies; lack of precedent; and fear of risk (Anderson 1996; National Assembly 1991). This Brief looks at successful collaborations involving work force development, family literacy, and welfare reform to identify the elements that make collaborations effective. Based on existing guidelines and successful programs, the steps needed to create and sustain collaborative relationships are described to help adult, career, and vocational educators forge the linkages that could improve services.
Factually describe the behavior you have seen: “I notice that you’ve been coming often late at work and sounding a bit irritated with clients.”
Areas of improvement-Taking more time in between each section of content to ask for any questions that she may have. Taking the opportunity to also make sure that she understands the content that was being discussed.
To provide ongoing support to her, I asked my supervisor to reschedule, so my working hours are the same as when he came to do the practical. to enable him to see and ask me about something he does not understand or need me to teach in a procedure that he does not know or he does not confident to do it. The participants had an opp...
Discuss the meaning of this statement to demonstrate your understanding of types of error. 10 marks (Half a page)
errors in one particular group. Thus, not controlling the size of the drawing as a co
errors that a computer would not make. An error can also be interpreted as being
Mistakes are considered to be non-systematic learners’ errors, often called slips of the tongue / pen. Learners are usually able to identify and correct their own mistakes if asked, and they are not the sign of competence in a foreign language. Since the mistakes do not reflect the learners’ competence, they are not substantial in the foreign language learning and teaching. Errors, on the other hand, “tell the teacher what needs to be taught; they tell the researcher how learning proceeds; and they are a means whereby learners test their hypotheses about the L2” (James 12). According to this definition, errors are important for teachers, researchers, and learners themselves. Hence, the main objective of the error analysis is the identification of learners’ errors for the purpose of acknowledging and incorporating them in learning-teaching process by adjusting the methods and techniques, and learning styles and strategies in order to develop far better competence in foreign