My course is Integrated Capstone – Master of Health Administration For this module, please read the following:American College of Healthcare Executives model for career development planning (CareerEDGE) – Overview information found on ACHE.org website under CareerEDGEAmerican College of Healthcare Executives ACHE Healthcare Executive 2016 Competencies Assessment ToolNational Center for Healthcare Leadership (NCHL) Competency Integration in Health Management Education: Career Development Improvement Tool (Section 4: Planning for Improvement) Copyright National Center for Healthcare Leadership. All rights reserved.As you read, pay special attention to the following topics 1. The scope of information covered in the Career Development Improvement Tool (NCHL) and in the overview of the ACHE CareerEDGE model2. The format for capturing this information from both career development tools (CareerEDGE and Career Development Improvement Tool)3. The benefit of providing the level of detail and information both tools represent in order to achieve the desired goals in career developmentDiscussion: For module 5, please discuss the following:What you determine to be the major theme of Module Five;What lessons you learned from this section; andHow you would apply these lessons to your work.Please also react to one other student’s critique. Your assignment is limited to one page.My classmate Discussion.The major theme of Module Five focused on the two project thesis assignments. I took both assignments as an opportunity to highlight my updated personal profile. My profile in reference to the ACHE core domains post and prior to joining my graduate program. I also referenced my favorite courses, as well to the material I feel was absent from the program, which could have been very helpful for me. As expressed, I find I have improved in all domains but leadership as I am constantly growing as a leader. Yet, business management was not offered to me in my program or at work. Yet I could have benefited from it tremendously.Module 5 also introduced the 109 page NCHL Career Planning for improvement Tool. This tool highlights a different competency model. Through this tool, I have learned why a health-specific leadership model is important. As suggested a health care leadership model is good for strengthening the practice of health leaders with academic research, continuous learning opportunities, and for the diversity of health leadersI will apply these lessons but continuously tracking my growth of the ACHE 5-domains even after graduation. Also through the NCHL assessment tool, I also have a sense of appreciation for the importance of the material I am learning in this program.
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NCHL COMPETENCY INTEGRATION IN HEALTH MANAGEMENT EDUCATION ~ GUIDEBOOK 1: CURRICULUM MAPPING, ANALYSIS, AND PLANNING
National Center for Healthcare Leadership
NATIONAL CENTER FOR HEALTHCARE LEADERSHIP
COMPETENCY INTEGRATION
IN HEALTH MANAGEMENT EDUCATION
A Resource Series for Program Directors and Faculty
Guidebook 1:
Curriculum Mapping, Analysis, and Planning
COMPETENCY INTEGRATION
IN HEALTH MANAGEMENT EDUCATION
A Resource Series for Program Directors and Faculty
Guidebook 1:
Curriculum Mapping, Analysis, and Planning
National Center for Healthcare Leadership
March 2006
National Center for Healthcare Leadership
515 North State Street, Suite 2000
Chicago, Illinois 60610
telephone: 312.755.5017
fax: 312.755.7498
www.nchl.org
Editor
Marita Decker, FutureCourse Education
Contributing Authors
Judith G. Calhoun, PhD, University of Michigan
Marita Decker, FutureCourse Education
Marie E. Sinioris, National Center for Healthcare Leadership
Joyce Anne Wainio, National Center for Healthcare Leadership
Demonstration Site Coordinators
John M. Lowe, PhD, Simmons College, Boston, MA,
Sandra Pottthoff, PhD, University of Minnesota, Minneapolis, MN
Dean G. Smith, PhD, University of Michigan, Ann Arbor, MI
William E. Welton, DrPH, University of Washington, Seattle, WA
A special thanks to The Robert Wood Johnson Foundation and our corporate sponsors
for supporting the Graduate Health Management Education Project.
COMPETENCY INTEGRATION
IN HEALTH MANAGEMENT EDUCATION
A Resource Series for Program Directors and Faculty
Guidebook 1:
Curriculum Mapping, Analysis, and Planning
Letter from the National Center for Healthcare Leadership
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Section 1: Overview of NCHL Leadership Competencies
1.1
Why Leadership Competencies in Graduate Health Education?
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NCHL Learning Collaboration: Health Management Education Demonstration Project
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Section 2: The NCHL Heath Leadership Competency Model
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Section 3: Curriculum Analysis and Mapping
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Overview of the NCHL Curriculum Mapping Process
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Worksheets and References for Curriculum Mapping
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Moving from Course Analysis to Program Analysis
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Section 4: Planning for Improvement
4.1
Creating a Competency-based Learning and Assessment Plan (CLA Plan)
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Template of a CLA Plan
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Appendices
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Glossary
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References
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Letter from the National Center for Healthcare Leadership
The National Center for Healthcare Leadership (NCHL) is pleased to make available the Competency
Integration in Health Management Education: A Resource Series for Program Directors and Faculty to guide
graduate health management programs in their efforts to improve the education of our nation’s future leaders.
The dissemination of this resource is in keeping with NCHL’s mission to serve as an industry-wide catalyst to
assure that high quality, relevant, and accountable health management leadership is available to meet the needs
of 21st century healthcare.
Spearheading a national catalytic effort, NCHL is seeking to initiate and sustain major clinical and
organizational improvements by:
• Transforming the industry’s leadership using tested models for competency-based learning,
benchmarking against best-in-class organizations both inside and outside healthcare, and
establishing standards of best practices
• Executing quickly on research-based programs
• Accounting for results using evidence-based research and outcomes assessment by focusing
resources on things that work
• Collaborating with leaders inside and outside healthcare to continuously seek innovation
and improvements in healthcare to benefit all of our communities
We welcome your comments on the guidebook and insights you gain as you apply these tools
and processes for continuous improvement.
Marie E. Sinioris
President & CEO
National Center for Healthcare Leadership
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Section 1: Overview of NCHL Leadership Competencies
1.1 Why Leadership Competencies in Graduate Health Education?
If there is not common agreement on where you are going, any road will get you there.
—Anonymous
There has been a growing interest in learning and competency-based systems in various areas of education,
training, and professional development since the 1960s and 1970s, when Daniel McClellan and his colleagues
at Harvard and MIT published their seminal research on achievement and motivation. As a result, a number of
competency initiatives have been undertaken or completed in higher education, health care, and health care
management during the past decade. More recently in the past five to seven years, there has been a resounding
call for both curricular content and process review for potential reform in health administration education
and training programs.The key areas of focus throughout the early debate regarding outcome- or competencybased education in health management included:
1. The need for higher levels of mastery throughout the field
2. The identification of the key knowledge, skills, and attributes that contribute to the success of
healthcare organizations and managers
3. The measurement or assessment of learner mastery of these essentials for career performance
As traditionally addressed in the employment and human resource management literature, the use of defined
skills and other delineated outcomes has been viewed as useful for developing needs assessments, specific
job descriptions and requirements, training programs and curricula, new employee orientation and training
activities, and criteria for successful job performance.
However, as competency-based education, training, and professional development have evolved and progressed
over the past four decades, their use is gaining acceptance as also being critical for responding to the following:
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Ever-changing challenges of the 21st century
Ongoing changes in practice environments and requirements
Increased emphasis and calls for accountability in all levels of education
Development of accreditation standards and criteria
Credentialing examination development initiatives
Long-term planning for human capital development and management as a key organizational asset
Specifically in relation to the development of programs, curricula, and courses in health management,
competency-based approaches are viewed as being beneficial in relation to facilitating:
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Communication across institutions, departments, and program lines
Career growth across health professions and career stages
Development of standards for best practices
Interdisciplinary communications and interactions
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• Peer and self-assessments of performance
• Delivery of community programs and services
• Planning of educational and professional development programs across settings – classrooms, workplace,
and distance-based formats
Perhaps the greatest potential benefit of using competencies, however, is the provision of a framework for
facilitating faculty development of educational best practices. Few faculty in the professions or health
management education have formal backgrounds in either the art or science of teaching, learning, and
educational evaluation. By providing a common language and an environment that fosters faculty exploration,
utilization, and evaluation of competency-based learning and assessment methods, faculty can gain facility
with recognized educational processes for enhancing professional development in the field, as well as
developing its future leaders.
Throughout the research for the development of the National Center for Healthcare Leadership Competency
Model, many interviewees and opinion leaders questioned whether a health-specific leadership model was
necessary. They cited the widespread availability of models used throughout the health and non-health
sectors, and some suggested that the industry would be well served to think about leadership from a
non-health perspective. However, when the research was concluded, the consensus among participants was
that a health leadership model adds significant value.
As stated in the Competency Model description, while outstanding health leaders have a lot in common with
and demonstrate the behaviors of the best leaders of the top-performing organizations worldwide, they do
so in an industry and environment that call for additional competence given the specific context in which
healthcare is provided, where the “end consumer” is ultimately all people. Health is a mission- and valuesdriven industry that is extraordinarily complex and, more than other sector, requires building consensus among
independent constituencies, many of whom have broad social and political recognition. Leaders who have an
impact must exercise influence and consensus- and coalition-building competencies at higher levels than their
counterparts in other sectors. Finally, health leaders are especially challenged to create work climates that
motivate high-quality, patient-centered care and retain high-demand talent in a very competitive marketplace.
The NCHL Health Leadership Competency Model reflects benchmarking against the best leadership models
outside of health, while adapting them to the unique health environment. It provides a standard of leadership
excellence, and translates it for improving health management education and professional development,
organizational performance, and ultimately, as outlined in the Institute of Medicine’s three recent national
reports addressing the quality of health care, the wellness of the U.S. population.
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1.2 NCHL Learning Collaboration: Health Management Education Demonstration Project
In 2004, The Robert Wood Johnson Foundation, in conjunction with NCHL’s corporate sponsors, funded a
national demonstration project to launch educational improvement endeavors in the health management
graduate pipeline. The NCHL Advisory Council on Research and Evaluation, chaired by Stephen Shortell, PhD,
University of California-Berkeley, established the selection criteria for the request for proposal, which was
disseminated to all accredited graduate health management programs in February 2004.
The committee, consisting of academics and experts in the field, selected four graduate programs to serve in
this collaborative effort to integrate competency-based leadership development in graduate health management programs. These programs include: University of Michigan, Ann Arbor, MI; University of Minnesota,
Minneapolis, MN; Simmons College, Boston, MA; and University of Washington, Seattle, WA.
This unique health management education transformation effort was launched in late spring 2004 with
participating program demonstration sites collaborating to: develop and implement program-wide competencybased learning and assessment curricula using the NCHL Health Leadership Competency Model; foster the
attainment of core leadership competencies among graduates of health management; advance competencybased learning and assessment outcomes using uniform measures and methods; enhance student lifelong
learning and career planning; incorporate student recruitment and selection processes based on behavioral
competencies for leadership; and share and disseminate (via Web, presentation, and publication) best practices
in the development of teaching/learning methods and materials, evaluation approaches, and assessment
instrumentation for integrating competency-based education.
An initial workshop was conducted in late summer 2004 to: introduce the pilot site coordinators and
participating faculty for future networking and collaboration; provide an orientation to project mapping
processes; share and gain input on the evaluation protocol and related activities; and initiate the first of a series
of faculty development seminars focusing on best practices for optimizing teaching and learning.
The demonstration sites have used NCHL’s nationally validated Health Leadership Competency Model to initiate
comprehensive reviews of their individual curricula and teaching and assessment methods to: map their
current curricular practices for baseline analyses; integrate competency-based learning methods and assessments in their curricula; and develop a Competency Learning and Assessment (CLA) Plan for revising their
graduate health management programs and curricula. The project is also being used to identify, catalog, and
disseminate best practices in curriculum design, teaching, and assessment that have been developed by the
demonstration sites.
Evaluation
The NCHL Evaluation Framework for Continuously Improving Performance is being used to monitor and
evaluate all aspects of the collaborative demonstration project. Multiple levels of observation and outcome
assessment, both qualitative and quantitative, are being deployed on an iterative basis to ensure continual
program improvement across all sites. A comprehensive evaluation protocol has been developed to assess
both individual student and program outcomes, processes utilized, changes and improvements, and stakeholder satisfaction – including students, faculty, demonstration site coordinators, preceptors, and alumni.
To date, program teaching and learning mapping processes for identifying competency emphases and gaps,
a Lifelong Learning Inventory for student self-assessment, and a team effectiveness assessment instrument
have been developed for tracking project outcomes. In addition, a multi-rater 360-degree and learning style
instruments will be utilized for further student and program iterative development.
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Collaborative Extension
The current sites will continue refining and implementing their CLA plans with NCHL curriculum development
specialists for program enhancement based on faculty decision-making. In addition, the site coordinators
continue to meet collectively and collaborate on additional transformational initiatives, as well as participate
in ongoing faculty development and train-the-trainer activities. Regular outcome reports, presentations, and
publications will continue to be developed and disseminated to the field both within health management
educational improvement initiatives and for cross-professions utilization.
Initial response to the workshop, curriculum mapping processes and activities, and first-stage curriculum data
analysis and planning by the site coordinators and participating faculty has been enthusiastic, with all agreeing
that they would not be involved in as extensive and formalized curriculum development project without NCHL’s
direction for the field, educational methodologies for improvement, championship of the transformation, and
support. As well, faculty leaders at other institutions who have participated in the collaborative presentations
of the site coordinators have also expressed considerable interest in accessing NCHL’s Competency Model
and engaging in similar program-wide transformational efforts. Based upon these preliminary findings,
NCHL is extending the demonstration project to an additional six program sites in 2006. To address the even
broader interest of the field, NCHL will create a series of guidebooks on competency integration in health
management education.This is the first in such a series: Guidebook 1: Curriculum Mapping, Analysis, and Planning.
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Section 2. The NCHL Health Leadership Competency Model
For your reference, the following is background on NCHL competency research and the entire NCHL Health
Leadership Competency Model (version 2.1) (“the Model”), including the 26 competencies and all the levels.
NCHL maintains exclusive ownership and control of the Competency Model, which is provided here as an
education tool to enhance and improve the education of future healthcare leaders in undergraduate and
graduate health management programs.
The Model refines and validates NCHL’s Model, version 1.1, through research by the Hay Group with practicing
health leaders and managers across the administrative, nursing, and medical professions, in early, mid, and
advanced career stages. In addition, the Model incorporates benchmark data from other health sectors and
insurance companies, and composite leadership competencies from a group of global corporations. Although
health delivery underscores the study, the benchmarks incorporated into the development of the Model give
it validity for health in its widest sense.
Purpose of the Health Leadership Competency Model
NCHL’s goal is to improve the health status of the entire country through effective health leadership by:
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Establishing core competencies for health leaders at all levels of the career cycle
Strengthening the practice of health leaders with academic research
Defining continuous learning opportunities for health leaders
Increasing the diversity of health leaders
Consistent with this goal, leadership competencies are defined as the technical and behavioral characteristics
that leaders must possess to be successful in positions of leadership across the health professions – administrative,
medical, and nursing. The competency Model serves as the basis for focusing health leadership training and
development initiatives for graduate education through the course of their careers. The Model also provides
a template for selecting and developing leaders who can meet the challenges of 21st century health. Third,
the Model provides a guide for reorienting human resource development to stimulate the capabilities that
make the most difference to performance. Fourth, it supports health management programs in higher
education sharpen their curriculum in ways that will prepare graduates to become industry leaders.
How the Competency Model Supports 21st Century Health
The Committee on the Quality of Health in America in the Institute of Medicine (IOM) produced two reports.
To Err is Human: Building a Safer Health Care System (1999) addressed the quality of patient-specific care
provided in the U.S. and the gulf between ideal care and the reality experienced by many Americans. The
second, Crossing the Quality Chasm: A New Health Care System for the 21st Century (2001), was a “call for action
to improve the American health delivery system as a whole, in all its quality dimensions.”The report set forth
“six aims for improvement, healthcare that is safe, effective, patient-centered, timely, efficient, and equitable.”
NCHL selected for interviews leaders who have demonstrated their commitment to those goals.
To ensure that the vision of health’s future was state of the art, seven of the industry’s top futurists and
thinkers were also interviewed:
Clement Bezold, PhD, President – Institute fo …
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