Developing A Shared Vision: Unsuccessful Attempt

Eveloping A Shared Vision1unsatisfactory 0 710002less Than Satis

Eveloping A Shared Vision1unsatisfactory 0 710002less Than Satis

eveloping a Shared Vision 1 Unsatisfactory 0-71% 0.00% 2 Less Than Satisfactory 72-75% 75.00% 3 Satisfactory 76-79% 79.00% 4 Good 80-89% 89.00% 5 Excellent 90-100% 100.00% 80.0 %Content 10.0 %Selection of Two Issues or Challenges From Among Those Provided in the Assignment Instructions Identification /Challenges in health care organizations are not identified. Issues /Challenges identified are not among those listed in the assignment instructions. Issues /Challenges are identified but description is unclear or incomplete. One issue/challenge is identified from among those listed in the assignment instructions. Two issues/challenges are identified from among those listed in the assignment instructions.

70.0 %Compelling Memo Describing the Issues, Their Impact on the Organization, Opportunities for Improvement, and Recommendations Memo addressed to ancillary staff is not provided or is incomplete. Discussion of issues, their impact on the organization, and recommendations is unclear or disorganized. Discussion of issues includes a brief description of organizational impact and recommendations. Description of issues includes detailed information regarding organizational impact and opportunities for improvement but recommendations are lacking. Comprehensive and compelling discussion regarding organizational issues, their impact, opportunities for improvement, and recommendations to foster a shared vision is offered.

15.0 %Organization and Effectiveness 5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. 5.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope.

Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent.

Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.

Paragraph structure is seamless. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

5.0 %Format 2.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper.

Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage MIKESBIKES INTRO – Reflection Journal - How can a simulation game apply in a real market. - Skills needed and learned from the game. e.g. how to analyse the market in the game, how to come up with better decisions, we learned also to make website and video. Year 1 Rollover - Discussion – what are the decisions we need to make, disagreement with my partner for having different ideas etc. - Decisions or conclusion (you can found this on our decision files) - Results Year 2 Rollover up to Last Rollover - Learned or possible mistakes from previous rollover - Discussion again with my partner - Decisions made or conclusion - Results Check the Washaaa.zip files FOR ALL THE DATA Please check the sample reflection journal and use it as a guide.

Paper For Above instruction

The document provided appears to be fragmented and includes assessment criteria, scoring rubrics, and instructions for a reflection journal related to a simulation game and organizational vision development. To craft a comprehensive academic paper based on this, I will interpret the core expectation as focusing on the development of a shared vision, challenges in health care organizations, decision-making processes in a simulation game context, and reflections on learning outcomes related to strategic decision-making, teamwork, and applied skills.

Developing a shared vision is a fundamental aspect of effective leadership in health care organizations. It involves aligning stakeholders’ aspirations and understanding the strategic goals to foster cohesion and motivate collective efforts. The provided scoring rubrics emphasize clarity in identifying organizational challenges, articulating their impact, proposing actionable opportunities, and delivering well-structured arguments. Particularly in health care settings, shared visions must navigate complex challenges such as resource limitations, regulatory constraints, and evolving patient needs. Creating this shared vision requires both analytical thinking and effective communication among team members.

Within the context of a simulation game, students are often tasked with making strategic decisions that influence organizational outcomes. This experiential learning method teaches crucial skills such as market analysis, decision-making under uncertainty, resource allocation, and strategic planning. The simulation component allows students to apply theoretical knowledge in a controlled environment, observing the consequences of their decisions in real time. For example, in the game, participants may analyze market trends, assess competitors’ actions, and develop strategies to optimize performance. These skills are transferable to real-world health care management, where similar analytical and strategic skills are essential for navigating dynamic environments.

Particularly, the simulation game enhances decision-making skills through iterative processes, where students learn from previous mistakes and refine their strategies. The reflection on Year 1 and Year 2 rollovers illustrates this point vividly. Initial decisions often reveal gaps in understanding or overlooked variables, leading to lessons learned and adjustments in subsequent simulations. For example, students might initially misjudge market demand or underestimate competitor strategies, but through reflection and analysis, they can improve their decision frameworks. Such iterative learning emphasizes the importance of flexibility, continuous improvement, and evidence-based decision making—core skills in health care leadership.

Furthermore, teamwork is a crucial element highlighted in this learning process. Disagreements among partners about strategic directions are common and serve as valuable learning opportunities. Effective communication, negotiation, and consensus-building are essential skills honed through these collaborative exercises. The reflection process involves discussing decisions, analyzing outcomes, and collectively identifying areas for improvement, which fosters a shared understanding and unified vision. These interpersonal skills are integral in health care settings, where interdisciplinary collaboration is vital for patient-centered care and organizational success.

In addition to decision-making and teamwork, the skills acquired through the simulation game include technical competencies such as website creation and video production. These digital skills are increasingly important in health care for public education, patient engagement, and organizational marketing. Integrating technical and strategic skills equips students to operate effectively in modern health care environments, which are becoming more digitally connected and reliant on multimedia communication tools.

The reflection on the gradual improvement in decision quality over multiple years demonstrates the importance of reflective practice in professional development. By examining previous mistakes and understanding their causes, students become better equipped to make informed decisions, anticipate challenges, and implement effective solutions. This process aligns with the development of a shared organizational vision—where continuous learning and adaptation are crucial components.

In summary, the application of simulation games in health care management education serves multiple purposes: honing strategic thinking, decision-making skills, teamwork, communication, and digital literacy. These competencies collectively contribute to developing a shared vision capable of navigating complex health care challenges. As future leaders, students must embrace such experiential learning tools to prepare for the unpredictable and rapidly evolving health care landscape, ultimately fostering organizations that can adapt, innovate, and excel in delivering quality care.

References

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