PLA Assessment - Central Michigan University Assessment Monica Dost Troy Center GRADUATE SAMPLE TAB I — PERSONAL INFORMATION I & II ... Specify courses by title and indicate semester

PLA Assessment

Monica Dost Troy Center

GRADUATE SAMPLE

TAB I — PERSONAL INFORMATION

I & II

Student ID Number: 37475

Name: Monica J Dost Present Employer: St. Helen Medical Center

Address: 12345 Johns Dr. Troy, MI 48066

Address: 2378 Twenty Mile Rd Detroit, MI 48038

Telephone: (555) 572-9775 ext. Telephone: (555) 678-1234 ext.

TAB II — EDUCATIONAL BACKGROUND / DEGREE SOUGHT

Degree Option Sought: Master Of Science in Administration

Area(s) of Concentration: General

Center: Troy Adviser: Susan Miller

Undergraduate Degree: Bachelor of Science in Administration

University/College: Detroit University

Major: Health Services Minor: Nursing Date Awarded: May 1995

Undergraduate Degree:

University/College:

Major: Minor: Date Awarded:

Additional Graduate Work Completed (other than from Central Michigan University): Specify courses by title and indicate semester or quarter hours credit

Title

Credit Hours

Institution

Date(s)

Organizational Behavior & Diversity 4 hrs Quarter

Davenport University April 24, 2001- June 5, 2001

Global Economics 4 hrs Quarter

Davenport University Sept. 4, 2001- Oct. 16, 2001

TAB III-1 — APPLICANT’S TABLE OF CONTENTS

III-1

Use this form and the next two forms to prepare a table of contents which briefly outlines all information included in parts 4, 5, and 6. These pages should preface all material submitted. You should provide the title of the experience, the dates involved, name of employer, and an inventory of the documentation included. You must be certain each experience is documented. List your current or most recent experience first, and place each subsequent entry in chronological order. Your earliest post-secondary school experiences will be listed last.

PART IV — LEARNING FROM WORK EXPERIENCE Title of Experience/Dates

(e.g., Administrator – Aug. 1998 to Sept. 1999)Name of Employer Documentation

IV-1 Clinical Manager Dec 2005 to current St. Helen Medical Center Letter of verification from employer;Job Description; Annual Performance Indicators, Customer Satisfaction Memo; Quality Improvement Plan.

IV-2

IV-3

IV-4

IV-5

IV-6

IV-7

IV-8

IV-9

IV-10

IV-11

IV-12

IV-13

IV-14

IV-15

TAB III-2 — APPLICANT’S TABLE OF CONTENTS

III-2

For each course, workshop or seminar include: (1) an outline, course description and list of objectives; (2) information on instructor’s credentials; (3) verification of completion; (4) specific documentation of in-class and out-of-class hours. Do not submit training experiences that are not or can not be specifically documented by a source other than you or a relative.

PART V — LEARNING FROM TRAINING EXPERIENCE

Title of Sessions/Dates

Content Outline

Description Objectives

Instructor Qualifications

Certificate of Completion or

Transcript

Exact In-Class & Out-of-Class

Hours & Assignments

V-1 Advanced Health Care Administration Program

2/27/06 - 3/10/06 and 5/1/06 - 5/12/06

X X X X

V-2

V-3

V-4

V-5

V-6

V-7

V-8

V-9

V-10

V-11

V-12

V-13

V-14

V-15

V-16

V-17

V-18

V-19

V-20

TAB IV — LEARNING FROM WORK EXPERIENCES

Your self-assessment statement is the most important part of the portfolio. It is your personal demonstration of what you have learned through work experience (including self-employment).

WORK EXPERIENCE ID IV-1

Dates of Employment (month, year, e.g., 10/94) Exact Title of Position, Rank or Salary

From: 12/2005 To: current

Full-Time: X

Part-Time: # of hours/week: 40+

Clinical Manager $90,000

Name and Title of Immediate Supervisor Name of Employer (firm, organization, etc.) and Address including Zip Code

Mary Black, RN Vice President, Patient Care Services

St. Helen’s Medical Center 2378 Twenty Mile Rd Detroit, MI 48038

Address of Supervisor St. Helen’s Medical Center 2378 Twenty Mile Rd Detroit, MI 48038

Phone Number 555 678-1234

A. Self-Assessment: Discuss fully the nature of the work experience and what you learned from it. A weak self-assessment will not support a grant of credit; graduate portfolios must show advanced graduate level learning. Write your responses to each of the following directly on this form. 1. Identify and give a full description of the responsibilities you had while in this position.

Your description should relate to your official job description. 2. Identify and fully discuss the NEW skills, concepts, principles, and/or ideas you learned.

Be sure to include examples to show how you applied your learning. (Consider learning of technical, interpersonal, or organizational skills.) Your discussion should relate to the responsibilities you described for Question 1.

3. Identify and fully discuss the skills, concepts, principles, and/or ideas that you IMPROVED while in this particular position. Be sure to include examples to show how you applied your learning. (Consider learning of technical, interpersonal, or organizational skills.) Your discussion should relate to the responsibilities you described for Question 1.

4. Identify and briefly discuss: a) Any recognition you received while in this position; b) Any on-the-job training that you applied to this position. (If you are also submitting any of these trainings for credit as V-Tabs in this portfolio, identify the numbers of each.)


B. Supporting documentation from the employer regarding a work experience must1 include: 1. Job description(s); 2. Verification of employment dates; 3. Letters from superiors; 4. Annual performance evaluations; 5. Any other relevant data.

A. 1. DESCRIPTION OF RESPONSIBILITIES INVOLVED IN THIS POSITION:

As Clinical Manager of a Surgical Telemetry unit, I am responsible for the planning, organizing, and directing of clinical and clerical personnel on a twenty-four hour basis, who are engaged in providing patient-care services to individuals requiring nursing care. I am accountable for the quality of care provided and the satisfaction of patients, families, physicians, and visitors on the unit.

My clinical responsibilities include the tracking of quality issues, and developing and implementing changes in order to meet compliance. Informal and formal visits with patients, families, and physicians are done in order to ensure satisfaction with services rendered. I am responsible for providing reports, statistics, and/or documentation upon request that accounts for unit activities, including but not limited to: staffing reports, quality indicator data collection and monitoring tools. Nursing protocols and standards of care utilizing evidence-based practice models are planned and administered directly through supervision of staff and the integration of clinical, technical, and clerical activities.

Operational responsibilities include developing a monthly staffing schedule for assigned personnel. Staffing needs are reviewed daily and adjusted by shift according to the census, bed availability, and staff available in a nursing pool or other units. Daily assignment sheets are prepared in coordination with the central staffing office and in collaboration with other Clinical Managers to maximize patient throughput and staff resource allocation. I am responsible for managing relations and negotiating with other hospital departments and professionals to ensure the smooth running of the unit. Human Resource responsibilities include recruiting new staff; coordinating interviews and hiring processes with Human Resources Department; supporting the training of new associates by structuring a preceptor/new hire orientation process on the unit; preparing, writing and conducting staff performance evaluations; resolving staff conflicts; and preparing/delivering disciplinary actions as necessary. Financially, I participate in the annual budget process and conduct periodic budget and productivity variance analysis. I am accountable for charge-capture, revenue reconciliation, and revenue error management. I am responsible for the charge-capture processes including charge reconciliations, monitoring and reconciling gross charges daily and monthly, identifying and

1 If specific documentation is not included, an explanation for its absence must be provided on the portfolio Checklist form.


investigating variances, and ensuring resolution of the issues. The bi-monthly payroll and other operational expenditures, including but not limited to, minor equipment, reference materials, and training costs are my responsibility.

Staff development and retention activities include coaching, mentoring, education, and development of staff. Responsibilities include overseeing and following up on unit staff educational needs, monthly staff meetings, informal rounding of staff, and encouraging policies consistent with the advancement of nursing care and health promotion. I am accountable for integrating evidence-based practice into patient care, and supporting the development of associates by providing resources and delivering clear, open, and honest feedback.

Hospital-wide responsibilities include meeting with senior executives, the nursing leadership team, and department heads in order to develop and implement comprehensive, creative, and effective plans to support the overall mission and direction of the organization. I am responsible for adhering to hospital and departmental policies and procedures in order to comply with state and federal statues and hospital accrediting agency regulations, and maintaining a regulatory readiness.

A. 2. DETAILED EXPLANATION OF NEW SKILLS AND KNOWLEDGE WHICH

EVOLVED FROM THE EXPERIENCE:

The concepts and principles I have learned in this position fall into two major components of my responsibilities: clinical and hospital-wide. To speak of them separately would be difficult as they intertwine on a daily basis.

Clinical/Hospital-Wide A haphazard approach to resolving issues and conflict can cause frustration, staff disengagement, and failure all around. An essential key to successful leadership is ensuring that problems are assessed properly, action plans are developed, objectives are defined, and goals are established. One must have a clear understanding of what needs to be achieved. In order to satisfy the national standards set for patient safety, Project Genesis was implemented. For three years, work groups planned, tested, reviewed, revised, and re-assessed the implications of converting to an electronic medical record. Customer service was incorporated into performance reviews and was measured by formal surveys. As part of the strategic plan, each department was accountable for core indicators that measured compliance to quality standards of patient care as defined by several regulatory agencies. Finally, faced with financial targets, everyone was challenged to do things in a smarter way. Understanding is important, but the defining moment occurs when a methodical plan to attain a successful outcome is developed. In the process of formulating the plan, it is imperative that the outcome is aligned with the organization’s strategic plan. Also, one needs to ask: Who or what will be affected by the plan? Are the resources available to accomplish the goal? What is the time frame for implementation, and is it realistic? Consideration must also be given to the culture of the organization rather than imposing personal values prior to placing the plan in motion. For each area Project Genesis demanded that, after policies and procedures were


developed or revised, job aids be available so that decisions could be made at the appropriate level. With the appropriate tools at hand, the employee’s uncertainty was reduced, which made for the smooth transition. Customer service was to become a priority. Quality was no longer a subjective assessment, but a hard fact. Benchmarks were set.

In order for any change to stick, leaders must design and run an effective persuasive campaign. Persuasion promotes understanding, understanding leads to acceptance, and acceptance translates into action. This meant that significant work was needed up front to ensure that employees would actually listen to the tough messages being sent, question old assumptions, and consider new ways to work. Through collaboration and informal dialogue, understanding of what people value and hold as important can be gained. It also helps the staff understand the power of collective thoughts and skill. Exchanging ideas and gearing the conversation toward a common desire will lead to establishing an effective and achievable plan. By devising action steps in a formal, sequential format that provides structure while maintaining flexibility for creativity, leaders set the stage for acceptance. It is extremely important to garner support by being very clear on the objective. Educating the staff on the goal through verbal and written communication will facilitate staff buy-in. As a nurse leader, it is important to provide an environment that consistently fosters open communication and collaboration with employees. Staff members need access to managers both through formal mechanisms such as staff meetings and through informal one-on-one conversations. Consistency is crucial. As time passes, leaders must pay close attention to the mood of the employees and manage them so their emotional states support implementation and follow-through. Employees need to feel that their sacrifices have not been in vain and that their accomplishments have been recognized and rewarded. Complacency cannot be an option. This will prove to be vital in preventing the backsliding that so often occurs with major change.

Once success is achieved, recognition must be shared. By acknowledging the hard work of the staff, the foundation for future success will be set. A thank-you goes a long way toward improving work performance. The goal is to change behavior, not just ways of thinking. A leader can talk about values, life/work balance, teamwork, communication, etc., but an effective leader provides opportunities for employees to practice desired behaviors repeatedly, while personally modeling new ways of working and providing coaching and support. Even as they must set expectations and reinforce behaviors, effective leaders also recognize that many employees simply do not know how to make decisions as a group or work cooperatively. By delegating decisions and responsibilities, a leader can provide employees with the opportunities necessary to practice new ways of working. By insisting that employees work through difficult issues themselves, the employees learn not to rely on the leader to tell them what to do, but rather to engage in the critical learning process that is so vital to success. However, if the employee is lacking basic skills or knowledge, it is imperative for the leader to intervene personally to coach, mentor, and provide the education that is needed to ensure success. By scheduling computer classes for each employee, physician, and volunteer, computer skills were no longer unknown. Monthly reports for compliance to the core indicators are incorporated in each staff meeting and expectations are reinforced. Daily monitoring for compliance is


necessary so timely feedback on a one-on-one basis can be given. Doing patient rounds regularly allows me to hear and see the impact of customer service concepts first-hand and to assess family and patient perceptions regarding the quality of care.

A. 3. EXPLANATION OF IMPROVEMENT IN KNOWLEDGE AND SKILLS WHILE IN

THIS POSITION:

Managers manage and leaders lead, but the best managers do both. As a result of my work experiences at St. Helen’s Medical Center, in conjunction with my continuing education through graduate classes and seminars, I have learned how to be a better clinical manager. I have refined my communication and leadership skills and improved my abilities to lead and develop others. I have become a quality focused mentor, teacher, and advocate for excellence in patient care. I have absorbed the teachings of my director and put into practice an enormous amount of knowledge in the areas of clinical and hospital-wide administration. Service excellence is essential for creating the best place for associates to work, physicians to practice, and patients and families to receive care. In order to satisfy our employees, physicians, patients, and families, a comprehensive approach was developed. As a manager, I recognize that healthcare is a business, and patients want satisfaction with services rendered in a facility. If patients or family members do not receive what they believe to be quality care, they will take their business elsewhere. Patients may also influence others to avoid a facility. Word of mouth can prove to be very powerful. In addition, the healthcare profession is currently engaged in a talent war, as employers face the challenge of creating professional workplaces that attract and retain staff. Crafting a positive, quality work environment is rapidly gaining priority status, and it is reaching the same importance as providing quality patient care. As a manager, I already knew that I had a team of wonderful, skilled clinicians. However, customer service was never a required course in nursing. Somehow I needed to make everyone aware of the importance of customer service, to make it as important as passing medications. I enlisted the help of our Human Resource Department and arranged for a meeting with an outside source, Community Assessment Referral and Education (CARE). During a mandatory meeting, the participants were guided through an exercise that asked them to understand their personal priorities and to assess how those priorities affected interactions with others. The session helped staff members examine what motivated them in their jobs and how those motivations affected other colleagues and patients, and it offered insights on how they could make changes. Knowing that communication is a key component to any success story, I have always encouraged open, honest discussion. This behavior was and is expected of the whole team. When tough issues arose, or conflict among co-workers surfaced, I required the parties to have private one-on-one discussions prior to my involvement. We adopted guidelines from those handed out at one of the leadership exchange meetings (middle and senior executive level), and I implemented a way to celebrate staff member’s success and accomplishments by creating an “Employee-of-the-Month” bulletin board as well as an “Our Family” board for posting pictures of sons, daughters, and pets. The bulletin boards served as reminders that activities and interests both inside and outside of work are important, a snapshot of work/life balance. Even though healthcare requires


employees to work around the clock, 365 days per year, the need to promote a balance between work and personal life became increasingly important to staff. Also, I now keep a supply of thank-you cards available and send them to staff members who have gone the distance when at work. I usually send them to their homes after publicly acknowledging their efforts.

Surveys were randomly distributed to discharged patients, and the results were tallied and shared with the staff. Highs and lows of the patients’ stay at the hospital were reported. At about the same time, Gallup surveys were introduced to the hospital and core indicators became the benchmark for patient care. It was apparent that customer service was moving toward a hospital-wide initiative. Trends were emerging and a challenge from our VP of Nursing to the nursing leadership team to “create quality, create change” was given. I raised my hand to ask a question and was given the task of facilitator of the new committee. What a work group, “Quality across the System,” was formed with a goal of evaluating and improving quality. In the ever-evolving world of health care, the only certainty is change. New benchmarks were being adopted by hospitals across the nation. Referred to as the “core indicators,” certain criteria had to be met by which clinical performance/outcomes would be measured in relation to standards set by national trends and system-wide expectations. A committee was formed with representation from key departments. After several discussions, it was agreed upon to tackle a major portion of the core indicators, namely, the indicators for congestive heart failure. I decided to use five concepts for creating the change that was necessary to reach the benchmarks. “Promise small, deliver big” was a philosophy I adopted and that philosophy served to build rapport across committee members and prove to the VP that we could deliver what was promised. To implement the philosophy, we created a 30-day plan with three or four identified goals. As we met each goal, we made revisions to the plan and set higher standards. Enlisting the help of a physician who had a passion for quality was key in helping convince health-care staff who resisted the changes we were requesting. Finally, members of the committee changed as the goals changed: The committee determined who was needed at the table to accomplish the next goal. The committee’s work was a precursor to some of the major changes that have since taken place and that have enabled us to reach compliance. Even though the standards are always being set higher, the concepts are now being applied at the unit level. For example, at the unit level, comments received from a patient survey prompted review of the medical records. They demonstrated a lack of both patient and the nursing staff knowledge regarding a specific procedure. The result was frustration and confusion for doctors, nursing staff, patients, and family members. Improvement involved education of the nursing staff and patients. With the help of the unit educator, a multi-discipline team was assembled. Using the FOCUS-PDCA cycle approach, teaching tools were developed, and an audit tool was put into place. The end result was improved patient care, increased satisfaction, and less frustration for physicians, nurses, patients, and family members. What started out as comments on a customer satisfaction survey ended up being a quality project for the unit. The two proved to be related in more ways than one.

Every year Trinity Health System hosts a fall conference that includes presentations and awards. Each year also has a theme. In 2000, the theme was “Building on the Basics: Service, Quality,


and Lasting Relationships.” I will never forget that year. Having recently been given the responsibility of a second nursing unit, I was facing the fact that the pediatric unit was unable to sustain the daily census necessary to be financially solvent. I decided to visit a sister hospital in Battle Creek to see what changes they had made to increase the productivity of the unit. That visit gave birth to what is now referred to as the Rapid Treatment-Pediatric Unit. It also led to the “Rapid Replication Award,” which is granted by the Trinity Health Board of Directors for Quality Committee. It is now managed by a highly talented manager, and remains a financially solvent nursing unit.

Patient safety has always been a key component of providing the highest level of excellent patient care. It is measured and surveyed by many regulatory agencies throughout the year. In May of 2005, technological advances hit the hospital with laser speed. Project Genesis was three years in the planning. The implementation of the computerized medical record was a result of the demand for a reduction in the number of medical errors, cost containment, and overall improvement in patient care and safety. The Committee on Data Standards for Patient Safety published a report to provide a road map for the development and adoption of a comprehensive set of national healthcare information standards that support patient safety. The President’s Information Technology Advisory Committee began in 2005 with a report to the president outlining recommendations for a 21st century healthcare information infrastructure that would revolutionize medical records systems. We were already live and well, having set another standard in the community for excellence. Moving from paper to electronics proved to be more challenging than most expected. Process flows had to be developed to serve as guidelines and templates. The what-was had to become a what-is. Every department, every employee, every physician, and most importantly, every patient was directly affected by advances in technology. As a clinical manager, I was expected to be a mentor, resource, and champion for the changes to come. The implementation of the system demanded training, supporting, and preparing the users. We came face-to-face with organizational transformation and met it head on. Because no one is an expert at everything, it is vitally important to know one’s own strengths and weaknesses and the strengths, weaknesses, and talents of the unit’s staff. As a leader and a manager, I try to capitalize on each person’s strengths and work around the weaknesses. The time that I have worked at St. Helen’s Medical Center has proven to be invaluable to me as a leader in health-case. It has helped me manage and cope with the many contingencies of clinical nursing and unit management. I no longer fear change, for it is inevitable. I know that my diligent efforts in problem solving, coordinating, and demonstrating commitment to organizational initiatives to provide high quality nursing services are a contributing factor to the success of the nursing department.

A. 4. A) HAS YOUR PERFORMANCE OF THESE TASKS BEEN

RECOGNIZED BY OTHERS? PLEASE SPECIFY.

B) ON-JOB-TRAINING APPLIED.

I have received several department level awards, the Rapid Replication Award mentioned above (granted by the Trinity Health Board of Directors for Quality) as well as national recognition


through a grant from the American Institute for Pediatric Nurses. These awards support my ability to manage operations and supervise staff and to provide effective leadership that will assure quality services. Supporting Documentation included with portfolio:

1) Job description

2) Memo from Human Resources that verifies dates of employment

3) Letter from superior documenting responsibilities and activities

4) Annual performance evaluations (2 recent)

5) Certificates of Awards (3 samples)

TAB V — LEARNING FROM TRAINING EXPERIENCE

TRAINING EXPERIENCE ID V-1

Title of Session Sponsor1 Dates From:

To:

In Class Clock Hours

Advanced Health Care Administration Program

Smith-Richardson Health Administration Center at XXXXXXX Univ.

Feb. 27, 2006 and May 1, 2006

Mar. 10, 2006 and May 12, 2006

155.75 (over four weeks)

A. Self-Assessment: Discuss fully the nature of the training experience and what you learned from it. A weak self-assessment will not support a grant of credit; graduate portfolios must show advanced graduate level learning. Write your responses to each of the following directly on this form. 1. An explanation of why you took the training experience. 2. A full description what you learned from this training experience, including

underlying principles, concepts, and competencies. 3. An explanation of how and where you have applied the learning in your professional

or personal life. B. The supporting documentation2 regarding a course or workshop or seminar must include:

1. An outline, syllabus, or description of the training provided by the instructor(s) to the participants;

2. Identification of each instructor along with her/his credentials or qualifications; 3. Verification of the requirements for admission to the course (e.g., high school

diploma, associate degree, other training experiences, or employment status); 4. Verification of the number of classroom hours 5. Verification of the type and time of preparation outside the classroom; 6. Verification of the method of testing or evaluation of the students; 7. Verification of the grade or evaluation received; 8. Verification of course completion (e.g., a signed certificate).

1 Please include the name of the institution or organization actually providing the instruction/certification for the course, even though your employer or particular organization may have “sponsored” you by providing payment or facilities for instructions. 2 If specific documentation is not included, an explanation for its absence must be provided on the portfolio checklist.


A. 1. AN EXPLANATION OF WHY YOU TOOK THE TRAINING EXPERIENCE. My selection as a 2006 Smith-Richardson Fellow included expenses-paid participation in

the Advanced Health Care Administration Program (AHCAP) at XXXXXXX University’s Health Administration Center. The Health Administration Center is a venture of the Kellogg Graduate School of Management and the Smith-Richardson School of Health Administration at XXXXXXX University. The Advanced Health Care Administration Program for senior managers has been described as “one of the country’s most prestigious health executive development programs” and concentrates on “strategy, patient-care, marketing, critical decision-making and leadership.” (V-1-A)

The opportunity to participate in the Advanced Health Care Administration Program

motivated me to apply for the Smith-Richardson Fellowship. I saw AHCAP as a significant opportunity to interact with health administrators outside my institution while gaining strategic insights on the changes taking place in the health care industry.

The program was broken into two, two-week sessions held on the XXXXXXX University

campus. The program covered 155.5 classroom hours (V-1-C, D, E, F, J) and included health administrators from four countries (V-1-G). The faculty included top professors from both the Kellogg Graduate School of Management and Smith-Richardson School of Health Administration along with high-level consultants with ties to XXXXXXX University.

What I envisioned from AHCAP was an opportunity to gain stronger understandings of the

strategic leadership and implementation skills needed to be successful in an industry undergoing patient care and market realignment due to changing economic, insurance, and lifestyle forces and the growing presence of the internet as a source of information about health and health care practices.

I was familiar with many of the concepts initiated by the Richardson Institute, which is

affiliated with the Health Administration Center. Still, I saw a chance to digest best practices taking place in health care worldwide and, perhaps, synthesize how those ideas would enrich efficient and effective patient care services.

I also hoped to receive a stronger understanding of the business side of health care.

Although I have more than a decade of experience as a clinical manager and am familiar with patient care/profit management practices, AHCAP offered a chance to dig deeper into the economics of clinical units and health care institutions.


A. 2. A FULL DESCRIPTION OF WHAT YOU LEARNED FROM THIS TRAINING EXPERIENCE.

AHCAP was a sobering and exhilarating experience. It was sobering in the sense that I realized the changes taking place in health care in 2006 were merely the tip on that proverbial iceberg, and that the iceberg has been melting quickly. Three years later, units similar to ours have closed in cities as large as Seattle, Denver, and Tucson, AZ, while nearly every one in the field has tried to downsize operations. It was exhilarating in that I saw an opportunity to lead changes that would take place in health care services. John King, dean of the Smith-Richardson School of Health Administration, told 2006 AHCAP participants that health care has morphed from “find the disease and cure it” to health care that provides lifestyle information and guidance as well as business choices in providing full service. King’s statement was part of a broader presentation on health care business strategies, which emphasized that leadership starts with understanding the market conditions. There were two components of AHCAP, and both involved strategic planning: 1) How to provide strategic business leadership in a changing health care service environment; and 2) How to be strategic in implementing change. Much of AHCAP’s Week One was based on leadership concepts, understanding client experiences and market trends, developing business and service strategies and relevance, and building personal leadership traits. One of the most fascinating sessions involved a Saturday session with Professor Mary Sturgis on the theories and practicalities of negotiation. (Without a doubt, this session on best-positioning oneself has proved beneficial in my personal and professional relationships, from dealing constructively with staff and health care providers to managing vendors and communicating with clients, hospital and insurance executives, and community leaders.) Week Two was an intense and fascinating exposure to the business side of health care, particularly accounting concepts and how these apply to health care institutions, including clinical units. To be candid, the sessions were more complex and illuminating than what I gained from MSA 634. In addition, Week Two included planning and analysis, leadership networking, operational strategies, and quantifying care services. Perhaps the most exhilarating sessions took place in Week Three, which focused on the implementation of strategic concepts. For instance:

• Professor Wendy March’s lectures on executive decision-making highlighted the

start of Week Three. Using case studies and her flair for story-telling, she focused on the biases that diminish decision making. She noted that commitment bias can escalate if decisions are based on emotions, while the lack of emotions in applied


health care can reduce patient satisfaction. Balanced judgment is crucial. Her sessions have continued to prove illuminating and frustrating (particularly when I see others making decisions based upon fractured biases).

• Professor Albert Thuro covered significant material about investment terms/programs, financial strategies, the cost of capital, and mergers/acquisitions from the bottom-line perspective. The group study on the Phoenix St. Mary’s hospital acquisition of the Tucson Health Clinic was illuminating. Thuro’s AHCAP groups determined that Phoenix St. Mary’s made a bad deal in buying the Tucson clinic. Fast forward three years and the hospital is on the verge of closing down the Tucson Health Clinic.

• Professor Edgar Black detailed the importance of understanding core competencies when pursing strategic alliances.

• I have written about the nanosecond culture related to health care issues, thanks in large part to Assistant Dean Rozland Harvey’s lectures on marketing leadership.

In Week Four, AHCAP participants were given an option of attending the Sunday, May 7, session on gaming. I did and it proved illuminating, showing why traditional health care systems often struggle to stay economically stable and solvent, including the difficulties they encounter in hiring and keeping younger health professionals and staff. Week Four continued with theoretical and practical implementations of strategic leadership, from Web best practices to organizational analyses to service force management. (Professor Steve Garber’s commanding sessions on intra-preneurship – “the act of being entrepreneurial in an institutional setting” – was motivational for me, as I am a community-based clinical manager within a large, publicly owned hospital.)

A. 3. AN EXPLANATION OF HOW AND WHERE YOU HAVE APPLIED THE

LEARNING IN YORU PROFESSIONAL OR PERSONAL LIFE.

The Smith-Richardson Health Administration Center is considered one of the premier think tanks in the business, so participating in the AHCAP seemed liked an ideal growth opportunity for my career. Indeed, it proved very influential. When I started the program, I was clinical manager of the Warren, Michigan branch unit. During AHCAP’s graduation ceremony, I announced my pending promotion as clinical manager of the St. Helen’s Medical Center in Detroit, which was a larger clinic providing more diverse services than the Warren site. At the St. Helen’s Detroit metropolitan clinic, I took over a unit that hadn’t responded quickly enough to its market needs. AHCAP offered substantial resources – from theories to best practices – as I went from working with a small unit to eventually managing the large metropolitan patient-care team. Progress shows in the numbers. Our most recent market study showed that patients and services have more than doubled since 2006. I’m also pleased that several of my team’s service projects have earned national and regional awards.


On a more practical level, one of AHCAP’s benefits was PowerPoint presentations provided to participants. When my team is considering service changes, I routinely use the presentations to review best practices or seek inspiration. Getting reacquainted with the latest health care service research was beneficial on many fronts. I believe clients are looking for positive experiences as well as positive outcomes to health problems. We pay attention to those experiences when shaping service plans for our clinic, and our efforts have paid off. Our most recent market study showed that both the clinic’s service numbers and patient satisfaction have grown, and the clinic has become economically viable. AHCAP also exposed me to the concepts behind strategic leadership, particularly the Level 5 qualities described in Jim Collins’ best-seller “Good to Great.” What I recognized after attending AHCAP was that the role of a health administrator goes beyond managing details; it involves understanding the intrinsic relationships that tie clients with their health care providers and communities. It involves being a compassionate skeptic, an avid listener, a skilled negotiator, a dispassionate decision-maker, a smart entrepreneur, and a detail demon – all qualities elaborated on in theory and practicality via AHCAP’s top-notch faculty. I’ve balanced a high-pressure job as manager of a clinical telemetry unit with the master’s program at Central Michigan University. What connects both efforts – the job and the degree aspirations – has been the underlying concepts and ideas gained from AHCAP.

Supporting documentation included with portfolio: 1. An outline, syllabus, or description of the training provided by the instructor(s) to

the participants See V-1-A, B, C, D, E, F

2. Identification of each instructor along with her/his credentials or qualifications

Faculty came from Kellogg Graduate School of Management and Smith-Richardson School of Health Administration at XXXXXXX University along with others associated with the Kellogg MBA program. For course information and details, see V-1-C, D, E, F. For faculty credentials, see V-1-L.

3. Verification of the requirements for admission to the course (e.g., high school diploma, associate degree, other training experiences, or employment status)

The Smith-Richardson School of Health Administration Center’s Advanced Health Program is for “senior executives of the industry.” (V-1-A) A current program


description notes “The Advanced Health Care Administration Program will prepare high-potential employees, leaders across departments or unit platforms and high-level executives to lead their companies toward continued growth and success.” (V-1-B)

4. Verification of the number of classroom hours Total classroom hours: 155.5. hours

5. Verification of the type and time of preparation outside the classroom The program involved advance reading of three books:

■ Anderson, C. (2006). The Long Tail. New York: Hyperion ■ Christensen, C. M. (2005). The Innovator’s Dilemma. New York: Collins business Essential. ■ Collins, J. (2001). Good to Great. New York: HarperCollins Publishers. In addition, the AHCAP syllabus involved 33 articles or case studies that needed to be read prior to the program days. The amount of prework ranged from 10 minutes for short articles to a full day for books to complete the assignments. See the bottom portion of pages of the syllabus/schedules (V-1-C, D, E, F) for details on prework and readings needed to be completed for each session. (I would be happy to provide additional information and copies of articles and of the lecture PowerPoints, if needed. However, the four AHCAP program notebooks weigh a combined 22 pounds.)

6. Verification of the method of testing or evaluation of the students AHCAP did not involve a formal grade. The testing/evaluation process was based primarily on group work, which included discussions and presentations. M. P. Smith, Ph.D, executive director of the Health Administration Center, outlined expectations for study groups in his opening session (V-1-I). Syllabus/schedules (V-1-C, D, E, F) detail group study topics; see V-1-H for the assigned study groups.

7. Verification of the grade or evaluation received AHCAP did not involve a formal grade. See explanation B6 (above).

8. Verification of course completion (e.g., a signed certificate) Graduates of the 2006 AHCAP were recognized in health care industry publications. See V-I-K for certificate verifying program completion.

TAB VII — APPLICANT’S SIGNATURE BLOCK

VII

I hereby acknowledge that the information submitted herewith is true and correct. Willful failure to give accurate information is considered adequate grounds for dismissal from Central Michigan University or for revocation of a degree granted by Central Michigan University as a result of falsified information.

Monica Dost December 5, 2008

Signature Date State of Michigan

County of Livingston

I, (Notary’s Name), a notary public, hereby certify that the individual whose signature appears above appeared before me on this date, who being first duly sworn, stated that the information given herein and attached hereto is true and that failure to give accurate information is adequate grounds for dismissal from Central Michigan University or for revocation of a degree granted by Central Michigan University as a result of falsified information.

My commission expires: 12-10-09

Notary Signature Notary Public Notary Name

Signed

County/State Livingston, Michigan

PORTFOLIO CHECKLIST

Directions: Respond to each item by placing a check in the appropriate space.

Yes No

Did you read Chapter 1 and Chapter 2 of the Prior Learning Student Handbook?

Did you study the sample portfolios? (Undergraduate or Graduate Samples)

Did you review the Prior Learning Briefing PowerPoint?

Did you attend a Prior Learning Briefing session? Location: ______________________ Date: __________

Did you submit your writing to the CMU Writing Center? (optional)

I & II: Personal Information and EducationYes No

Have you included your CMU transcript?

Have you included transcripts from other colleges attended? (if appropriate)

Have you included your CMU Transfer Credit Evaluation (TCE)? (if appropriate)

Explain any “no” responses: ________________________________________________________________________

III: Table of ContentsYes No

Have you included a Table of Contents form (III-1) for the Work Experiences submitted?

Have you included a Table of Contents form (III-2) for all Training Experiences submitted?

Have you included a Table of Contents form (III-3) for all Life Experiences submitted?


IV: Learning from Work ExperienceYes No

Have you discussed your present or most recent job first (IV-1)?

Have you discussed each previous job and labeled it appropriately (e.g., IV-2, IV-3, IV-4, etc.)?

Are the exact beginning dates (month, day, and year) and ending dates (month, day, and year) recordedconsistently throughout?

Have you indicated the hours per week for all part-time and full-time jobs?

Have you included documentation that verifies, in writing, the exact dates and hours for each job? (Thisapplies to both full-time and part-time jobs.)

Have you thoughtfully and completely explained each of the following in your own words?

Yes No Yes No

Tasks performed Skills & competencies gained

Concepts learned Recognition of achievements

Have you included a formal job description for each Work Experience submitted?

Have you included documents that support what you claimed to have learned on the job, e.g., samples ofwork or a letter on official letterhead from a supervisor or other person in a position to know?

Have you included one or more formal performance evaluations for each Work Experience submitted?

Have you organized each Work “Tab” (e.g., IV-1, IV-2, IV-3, etc.) by including the cover form, a thorough self-assessment (response to A-section questions) and all relevant documents (listed in the B-section)?


V: Learning from Training Experience (Courses, Seminars, Workshops)Yes No

Have you included documents that verify the dates and number of in-class hours and preparation for eachTraining Experience (V-Tab) submitted?

Have you included a course outline or syllabus for each Training Experience submitted?

Have you included the instructor’s name and qualifications for each Training Experience submitted?

Have you included a certificate, letter of completion or accomplishment, or transcript for each TrainingExperience submitted? (Please make copies; do not include your “original certificate.”)

Have you explained what you learned and responded to all of the questions on the Training Experience (V-Tab) form for each experience submitted?

Have you organized each Training “Tab” (e.g., V-1, V-2, V-3, etc.) by including the cover form, a thoroughself-assessment (response to A-section questions) and all relevant documents (listed in the B-section)?


VI: Learning from Life ExperienceYes No

Have you explained the learning and indicated dates for each Life Experience (VI-Tab) submitted?

Have you discussed the most recent life experience first, followed by others in reverse chronological order?

For each experience, have you submitted letters from at least two persons, who are not your relatives:1) verifying the time involved; 2) supporting what you claimed to have learned; and 3) documenting that anyproducts included were actually produced by you?

Have you organized each Life “Tab” (e.g., VI-1, VI-2, VI-3, etc.) by including the cover form, a thorough self-assessment (response to A-section questions) and all relevant documents (listed in the B-section)?


VII: Signature BlockYes No

Have you signed and dated the signature block (VII-Tab) and placed it at the end of the portfolio?

Did you have the VII form, which includes the signature block, notarized?

Have you provided two copies of your portfolio? (Keep the original; portfolios are not returned.)

Have you included a check for the portfolio processing fee?


Note: Please include this Checklist with your portfolio, placing the completed form at the end of the portfolio,

directly after the Signature Block Form (Tab VII).

Documents

PLA Assessment - Central Michigan University Assessment Monica Dost Troy Center GRADUATE SAMPLE TAB I — PERSONAL INFORMATION I & II ... Specify courses by title and indicate semester