Om005 operational resources and productivity

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Q1 word document 

Q2 Power point presentation. (Use Walden template here uploaded)

Q3 word document.

NB Use APA style/ format for writing and references

Work should exceed expectation as on rubric

Scenario:
You have been hired as a consultant to increase productivity in United General Hospital’s emergency department. Your consulting engagement entails evaluating productivity metrics for the emergency room (ER), creating a balanced scorecard to measure the department’s performance, and then presenting recommendations to the leaders of the emergency department.

This Assessment has three-parts. Click each of the items below to complete this Assessment.


Part I: Productivity Metrics (Word Document)

As a first step in your consulting engagement, you review Ron’s experience in the ER. Using information from the case study, evaluate Ron’s experience and summarize your findings against national standards as follows (4-5 pages):

· Identify 6-8 activities or processes carried out during Ron’s visit to United General. Enter the 6-8 activities or processes and their duration in the “Productivity Metrics Dashboard.” (attachment in the instructions)

· Each of the 6 to 8 activities in the chart need to have completed data for the Observed Time, National Average and Differential OT vs NA. (You will complete the Acceptable differential data for the 5 activities or processes you will discuss below.)

· Include the sources for all data in the sources tab in the “Productivity Metrics Dashboard.”

· Write an analysis of activities and processes that create inefficiency as follows:

· Identify five of the activities or processes from the case study/ included in your dashboard that create inefficiency in the emergency department.

· Provide a rationale for your selection of the five activities or processes. Include cited material and References to support your assertions.

· Identify any discrepancies and outline reasons why discrepancies exist.

· Write an analysis of acceptable differentials for the five activities or processes as follows:

· Using benchmarks determined by the Centers for Medicare and Medicaid Services, identify the national averages/benchmarks for five activities or processes you selected.

· Enter the national averages/benchmarks in the “Productivity Metrics Dashboard.”

· Determine an acceptable differential to the national benchmark for each of the 5 activities or processes and enter the differentials into the “Productivity Metrics Dashboard.”

· Explain the methodology you used to determine acceptable differentials for each of the metrics for these five activities.


Part II: Balanced Scorecard Methodology (Slide Presentation)

The next step in your consulting engagement is creating a balanced scorecard but, first, you must convince the executive committee that the balanced scorecard method is effective. Several members of the executive committee are not familiar with the process. An important part of your role is to educate them. You decide to show them a sample balanced scorecard for an emergency department.

· Create a 5 to 7-slide presentation that explains the balanced scorecard methodology, including at least two strengths and two limitations, and the benefits of using the balanced scorecard methodology in United General Hospital’s emergency department.

· Include a critique of the hospital’s productivity metrics results and any limitations of the current data collection process and/or metrics being used for the scorecard.


Part III: Balanced Scorecard Creation (Word Document)

After you explain the balanced scorecard methodology, the board and chief executive officer (CEO) wants you to create a balanced scorecard for the emergency department at United General.

· Create a balanced scorecard for United General’s emergency department. Can be completed in an image or graphic type display. (up to 2 pages)

· Include both quantitative and qualitative metrics.

· Explain why you selected these metrics for United General and how you identified the targets. (4-6 pages)

· A defense of best practices used for productivity metrics dashboard data collection, analysis/interpretation, and action planning.

· Recommend a high-level process to collect, track, and measure data for the emergency department’s productivity metrics.

© 2021 Walden University 1

OM005: Operational Resources and Productivity: Evaluate productivity against established benchmarks and
recommend changes to improve patient safety metrics.

Assessment Rubric

Rubric Criteria

Needs Improvement

Meets Expectations

Exceeds Expectations
Part 1: Productivity Metrics
Learning
Objective 1.1:

Identify activities
and processes in
emergency
departments that
impact the patient
experience.

Response does not identify,
identifies fewer than six activities
and processes carried out in the
scenario, or it identifies activities and
processes not relevant to the patient
experience.

The six activities and processes,
with durations, are inaccurately
entered into the productivity metrics
dashboard, or fewer than six
activities and processes are entered.

Response identifies at least
six activities and processes
carried out in the scenario
that impact the patient
experience.

Each of the six activities and
processes, with its duration,
national average and
difference OT vs NA is
accurately entered in the
productivity metrics
dashboard. Source Tab is
completed.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response identifies more
than six activities and
processes and the
activities/processes
identified are those that
have the greatest potential
impact on patient
experience.

Learning
Objective 1.2

Analyze activities
and processes for
how
activities/processes
create inefficiency.

Analysis does not identify or
identifies fewer than five activities or
processes that created inefficiency
in the case presented, or the
activities identified are not related to
issues of efficiency.

Rationale for selection of the five
activities creates inefficiency is weak
or all five activities are not
addressed.

Analysis identifies five
activities or processes that
created inefficiency in the
case presented.

Analysis includes a logical
rationale for selection of each
of the five activities. Includes
cited material to support
assertions.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response describes the
impact that the
inefficiencies have on
patient experience.

© 2021 Walden University 2

Rubric Criteria

Needs Improvement

Meets Expectations

Exceeds Expectations
Discrepancies and reasons why they
exist are unclear or missing.

Analysis identifies
discrepancies and outlines
reasons why they exist.

Learning
Objective 1.3

Analyze activities
and processes that
create inefficiencies
against national
benchmarks.

Analysis does not identify or
identifies national benchmarks for
fewer than five of the identified
activities/processes that create
inefficiency, or Identification of
benchmarks is inaccurate.

National benchmarks are entered
incorrectly in the productivity metrics
dashboard, or they are missing from
the dashboard.

National benchmarks are not
supported by a citation, or the
citation is irrelevant, or the national
averages are not documented.

Analysis accurately identifies
the national benchmarks for
the ten activities/processes
identified as creating
inefficiency.

National benchmarks are
entered correctly in the
productivity metrics
dashboard.

National benchmarks are
supported by a citation for the
data, and citations are
included in the sources tab of
the productivity metrics
dashboard.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response includes
national benchmarks for
eleven or more
activities/processes
carried out in this
scenario,

OR

Analysis includes an
explanation for any
measure that deviates
from the national
benchmarks.

Learning
Objective 1.4

Analyze activities
and processes to
determine
acceptable
differentials for a

Response does not explain or
partially explains the methodology
used to determine acceptable
differentials for each of the five
activities/processes, or not all five
activities/processes are addressed.

Response thoroughly
explains the methodology
used to determine acceptable
differentials for each of the
five activities/processes.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response details the
acceptable differentials for
six or more

© 2021 Walden University 3

Rubric Criteria

Needs Improvement

Meets Expectations

Exceeds Expectations
productivity metrics
dashboard.

activities/processes with
relevant rationale.

Rubric Criteria

Needs Improvement

Meets Expectations

Exceeds Expectations

Part 2: Balanced Scorecard Methodology
Learning
Objective 2.1:

Explain the
balanced scorecard
methodology

Response does not explain or
vaguely explains the balanced
scorecard methodology or explains
fewer than two strengths and fewer
than two limitations, or the
strengths/limitations are unclear.

Strengths and weaknesses are not
supported by references to
academic resources relevant to the
best practices in using balanced
scorecards, or the references are
not relevant.

Response clearly explains the
balanced scorecard
methodology, including two
strengths and two limitations.

Strengths and limitations are
supported by references to
academic resources relevant
to best practices in using
balanced scorecards.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response clearly explains
more than two strengths
and more than two
weaknesses of the
balanced scorecard
methodology.

Learning
Objective 2.2:

Explain the benefits
of using the
balanced scorecard
methodology in a
specific healthcare
context.

Response does not provide or
provides an unclear explanation of
the benefits of using the balanced
scorecard methodology, or the
explanation does not address each
of the five activities/processes
identified in the case presented.

Benefits of using balanced
scorecards are not supported by

Response clearly explains the
benefits of using the balanced
scorecard for each of the five
activities/processes identified
in the case presented.

Benefits of using balanced
scorecards are supported by
references to relevant
academic resources.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response clearly explains
the benefits of using the
balanced scorecard for six
or more
activities/processes

© 2021 Walden University 4

references to academic resources,
or the resources are not relevant.

identified in the case
presented.

Learning
Objective 2. 3:
Critique productivity
metric results and
limitations of the
data collection
process.

Response does not provide or
provides a vague or inaccurate
critique of the productivity metric
results.
Response does not provide or
provides a critique of any limitations
of the current data collection process
and/or metrics being used for the
scorecard.

Response clearly and
accurately provides a critique
of the productivity metrics
results, any limitations of the
current data collection
process and the metrics being
used for the scorecard.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response explains the
effect of current data
collection process being
used and the contributing
factors to any limitations
identified.

Rubric Criteria

Needs Improvement

Meets Expectations

Exceeds Expectations
Part 3: Balanced Scorecard Creation
Learning Objective
3.1:

Create a balanced
scorecard for a
healthcare
organization.

Response does not include or
includes an illogical or incomplete
balanced scorecard or does not
relate to the case presented.

Balanced scorecard does not
include both quantitative and
qualitative metrics for each of the
five activities/processes identified
in the case presented, or the
metrics provided are not
accurate.

Response includes a logical
and cohesive balanced
scorecard for the case
presented.

Balanced scorecard includes
both quantitative and
qualitative metrics for each of
the five activities/processes
identified in the case
presented.

Metrics provided are
accurate.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Balanced scorecard
includes both quantitative
and qualitative metrics for
six or more
activities/processes
identified in the case
presented.

Learning Objective
3.2:

Response does not explain or
incompletely or unclearly explains

Response clearly explains
why specific qualitative and

Response demonstrates
the same level of

© 2021 Walden University 5

Explain why specific
metrics are identified
and used for a
balanced scorecard.

why specific qualitative and
quantitative metrics were chosen
for the balanced scorecard.

Response is vague about how
the targets were identified.

quantitative metrics were
chosen for the balanced
scorecard.

Response clearly explains
how the targets were
identified.

achievement as “Meets,”
plus the following:

Response includes an
explanation of how the
metrics relate to patient
care.

Learning Objective
3.3:
Defend use of best
practices for
productivity metric
data collection,
analysis/interpretation,
and action planning.

Response does not defend or
vaguely or inaccurately defends
use of best practices for
productivity metric data collection,
analysis/interpretation, and action
planning.

Response clearly and
accurately defends use of
best practices for productivity
metric data collection,
analysis/interpretation, and
action planning.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response provides
specific examples of the
positive impact that best
practices have on
productivity metric data
collection,
analysis/interpretation,
and action planning.

Learning Objective
3.4:
Recommend a high-
level process to
collect, track, and
measure data for
productivity metrics.

Response does not recommend
or vaguely or inaccurately
recommends a high-level process
to collect, track, and measure
data for productivity metrics.
Or recommendation is illogical or
ineffective.

Response clearly and
accurately recommends a
logical and effective high-level
process to collect, track, and
measure data for productivity
metrics.

Response demonstrates
the same level of
achievement as “Meets,”
plus the following:

Response includes both
benefits and limitations for
the recommendations of
the performance metrics
dashboard and an
explanation of how the
metrics relate to patient
care.

© 2021 Walden University 6

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use consistent, grammatically parallel format for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on formatting lists.

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an abstract for a paper).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any tables and figures in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (https://doi.org/10.123.45/abc). Reprinted with permission.

Slide Title

Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our presentation tips for more information!

Visit the Academic Skills Center for more tips on how to use PowerPoint or visit Microsoft’s PowerPoint help and learning website.

Slide Title

Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the Common Reference List Examples page for the correct APA format. Here are a few examples:

Jones, P. (2020). This great book. Publisher.

Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59. https://doi.org/10.123.45/abc

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