92887 Organisational Management in Health Care
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Anti-requisite(s): 96336 Organisational Management in Health Care
Description
This subject provides students with the knowledge of organisational theory and behaviour necessary to manage people and processes effectively in a health service organisation. Health service managers are required to meet (and enhance) organisational performance, attract (and retain) talented staff, and manage change effectively.
Accomplishment of these challenging goals requires managers to learn how to alter organisational dynamics via strategies relating to organisational structure and culture, along with the psychology of individual staff members. Legal and corporate governance, consumer engagement in organisational decision-making, and financial management in organisations are also addressed in this subject from a health service perspective.
Subject learning objectives (SLOs)
| A. | Explain the interaction between effective management practices and organisational structures, cultures and processes; |
|---|---|
| B. | Analyse the consequences of organisational effectiveness on performance and outcomes; |
| C. | Critically appraise the roles and impacts of specific aspects of organisational management that may influence performance and outcomes, including human resource management, financial management, and consumer engagement in decision-making; |
| D. | Communicate complex organisational issues effectively for a variety of target audiences by using diverse techniques, modes and strategies. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective, critical thinkers who influence practice, policy and research to achieve clinical excellence and transform healthcare services (1.0)
- Justify and demonstrate appropriate leadership styles and skills necessary to manage, evaluate and innovate healthcare services utilising contemporary local, national and international perspectives (2.1)
- Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
- Value and choose highly effective and sensitive communication with diverse populations to enable positive and sustainable change in healthcare practice, policy and research (4.1)
- Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing (5.1)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (5.2)
Teaching and learning strategies
This subject uses a blended learning approach, with students attending four days of workshops that involve lectures, group discussions and scenario-based exercises. These face-to-face activities are supported by integrated online learning, health care-related case studies, and authentic formative and summative assessment activities.
Pre-class activities
Students will be provided with a range of online materials, including videos and an extensive reading list, prior to attending the on-campus workshops. Regular self-reflection and assessment activities will provide students with the opportunity to come to workshops with their own examples of issues relating to the areas of organisational and human resource management that will be discussed throughout the subject.
Case-based scenarios and face-to-face collaboration
Bespoke case studies will be used to help students explore different approaches to designing, implementing and evaluating change in health service organisations. Australian case studies will be supplemented with international materials to enable students to contribute and learn from diverse perspectives. Overall, the case studies will assist students to: learn complex theoretical concepts; identify organisational processes and procedures that require change; identify individual and organisational readiness for change; form judgements on the most appropriate methodologies to guide change; and develop solutions to ensure change acceptance. Detailed self, peer and teacher feedback will be provided to consistently and holistically develop students’ knowledge and skills.
Workshops and online learning materials
The workshops will be experiential and draw on preparatory materials through the use of simulations and case studies. The workshops will also provide students with the opportunity to ask questions, engage in collaborative group work, and undertake shared learning. Overviews of specific sessions will be detailed in this subject outline, and all resources will be located on Canvas.
The workshops have been designed to allow students to examine theoretical models and consider with their peers and lecturers how these are implemented in daily practice. The workshops will provide a mixture of traditional lectures - although these will be operate largely to provide a review of a variety of models and theories for each content area - followed by intensive small and large group discussions. Videos and presentations from key industry representatives will provide students with an understanding of the key issues associated with organisational management and design. Each workshop will focus on a different component of organisational management, including organisational development and design, strategic planning, culture and culture change. This will enable students to explore and apply diverse theories and evidence of best practice in organisational management from around the world.
Pre-session learning
Students access online learning resources such as podcasts, videos and literature prior to attending face-to-face
on-campus workshops to improve their confidence in approaching the proposed content, afford them time to construct questions and facilitate discussion in class, resulting in shared learning experiences and reflections. The specific sessions will be detailed in this subject outline and all resources will be located on Canvas.
Assessment range
Students will be given the opportunity to undertake a variety of assessments, including: an exam; a short report; the development of a strategic plan; and a team report and presentation. Formative and summative feedback will be provided throughout the subject, in both spoken and written form, and from the students’ peers.
Early low-stakes feedback will be provided via three methods:
- Feedback on case study analyses and examples of authentic experiences brought into the workshops
- Results for the first assessment task, worth 20%, which are distributed prior to the census date
Continual feedback will be provided via the following methods:
- Feedback on preparatory work from non-workshop weeks Structured peer feedback in workshops
- Progressive assessment tasks, worth 20%, 30%, and 50%
Content (topics)
- Organisational theory, design and behaviour
- Organisational culture and subcultures
- Strategic planning in a healthcare environment
- Leadership
- Organisational change and development (link to 92297)
- Managing human relations (managing teams, indigenous recruitment and retention)
- Consumer engagement in organisational decision making
Assessment
Assessment task 1: Analysis of organisational structure and design
| Intent: | This assessment focusses on understanding the concepts of organisational theory, structure and design within the health care environment. Most health care organisations are not the outcome of single planned process of organisational structure or design. They usually evolve over time in response to a variety of internal and external circumstances. Students need to be able to identify the fundamental elements, aspects and implications of existing and planned changes to reform the health care system. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 4.1 and 5.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 60 minute online examination |
| Criteria: |
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Assessment task 2: Development of an organisational strategy
| Intent: | This assessment item focusses on the skills required to develop a strategy and implement it within a healthcare organisation. Strategic planning in health care encompasses a spectrum of activities that all address the organisation’s place in the market. Strategic planning in health care is essential for successful operations, expansions and profitability. There are constant shifts and changes in the healthcare environment, and these present challenges for providers on a financial, operational and monitoring level. Ensuring that an organisational strategy is in place reduces the risk that staff will deviate from the overall vision, mission, goals and objectives. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.0, 4.0 and 5.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1500 words (report style) |
| Criteria: |
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Assessment task 3: Creation of a positive organisational culture
| Intent: | This assessment item focusses on the skills required to develop a positive organisational culture within a healthcare organisation. The anatomy of an organisation’s culture can strongly influence the organisation’s potential for success or failure. A common framework is necessary to enhance an organisation’s culture, and most healthcare organisations outsource this activity to a consultancy company that specialises in organisational management and change. Students need to develop skills in how to present strategic information to a governing board, which makes large financial decisions based on company reputation and briefing presentation quality. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 2.1, 4.0, 4.1 and 5.2 |
| Type: | Case study |
| Groupwork: | Group, group assessed |
| Weight: | 50% |
| Length: | 30 minute group videocast + bibliography |
| Criteria: |
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Required texts
Robbins, S.P., & Barnwell, N. 2006, Organisation theory: concepts and cases, 5th edn, Pearson Education Australia, Frenchs Forest, NSW.
References
Refer to Canvas for access to up to date references for this subject.
Other resources
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Improve your academic and English language skills
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HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
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