Gaining Support Karen Blackwell MHA 505 January 14 2019 Ms D

Gaining Supportkaren Blackwellmha505january 14 2019ms Doria Chege14

Gaining Supportkaren Blackwellmha505january 14 2019ms Doria Chege

Gaining Support Karen Blackwell MHA/505 January 14, 2019 Ms. Doria Chege Gaining Support Introduction Within my introduction I am conducting a letter to my supervisor Jane letting her know I am attending University of Phoenix and how I am retrieving my Master’s Degree. In it I am asking her to help me move forward in my present job function to pursuing a higher position at Blue Shield. Hello Jane, As you know I completed my Bachelor program and received my degree in August of 2018, well as of January 8, 2019 I have decided to continue my education to study for my Master’s degree. With my masters I would like to apply my knowledge and stay within the company that I have been with for 11 years and move up in positions here at Blue Shield.

I have gained so much knowledge here that I would hate to leave lose all that plus the years I have been here to move forward in another career. I know you have given me more responsibilities with the inventory I would like to eventually take my studies and become a lead or maybe even one day a supervisor. The online program I am in is a 36 credit course, 16 month course, with the studies I will learn how to be more flexible how to be more open to ideas and how to apply those ideas to the current healthcare system ("What To Expect In The MHA", 2018). With the things changing here at Blue Shield and how the ability to process a claim within one day is in the future of the company to lessen the aged inventory I am hoping I would be able to bring some new ideas to research on how to make things go smoothly to strive to get the inventory down to where it is more manageable.

Along my education journey here at University of Phoenix I am hoping you would be able to assess me along my way. I know that Blue Shield has a management trainee course that I would be interested in getting involved with and I am hoping you can assist me on how to apply to that and be able to achieve my academic dreams of becoming a Healthcare Administrator. In the next few months I will be focusing on my employment here at Blue Shield and also focusing on completing my Master’s program, In return I hope to be able to contribute all I have learned and applying it in my future role at Blue Shield. I thank you for your help in helping me achieve my dreams.

References Ozdemir, D., & Stebbins, C. (2015). Curriculum mapping for the utilization of a learning analytics system in an online competency-based master of health care administration program: A case study. The Journal of Health Administration Education, 32 (4), . Retrieved from Shaikh, A. , AlTurabi, L. & West, J. D. (2016). Developing a Successful Master of Health Administration Student Mentor-Mentee Program. The Health Care Manager, 35(1), 47–57. doi: 10.1097/HCM.. What to expect in the MHA (2018). Retrieved from 1 Gaining Support Karen Blackwell MHA/505 January 14, 2019 Ms. Doria Chege 1 Gaining Support Karen Blackwell MHA/505 January 14, 2019 Ms. Doria Chege BSc Final Project Guidelines All students wishing to proceed to their final project should meet ALL the following conditions: ï‚· All first year modules are complete and recorded as a pass or irredeemable fail. ï‚· The student should be following regular progression and have no more than two modules outstanding. ï‚· Both internships should be complete. ï‚· The Final Project Development Workshop should be complete.

Final Projects All students are required to complete a Final Project appropriate to their specialisation. Students will be asked to develop their subject area, research question, literature review, and methodology within the Final Project Development Workshop. A Methodology document will be used to assess the workshop and will be then used to develop the final report. Students will be appointed a tutor who will guide them through the final stages of the report. It is envisaged a maximum of 2 hours of contact time with the student.

The length of the Final Project is 10 000 words ± 10%, excluding appendices and supporting material. Final Projects which are over length will be penalised by 10 marks for up to 20% over the word limit. Final Projects over 20% will not be accepted. Copies of the Final Project must be submitted as follows: ï‚· bound copy of the final project ï‚· unbound copies of the abstract ï‚· An electronic copy submitted on Turnitin.com as instructed Deadline AY Submissions should be submitted by May 20th, 2019. Extensions to the deadline for submitting final project will only be granted in exceptional circumstances. Extensions must be requested in writing to the Head of Governance, along with supporting evidence (for example: medical certificates). Extensions are limited in duration and students will normally be expected to submit by the next available deadline. Further extensions will not be granted except in very exceptional circumstances. In the case of late submission, students who submit their final project up to 2 weeks after the given deadline will have 10% of the given mark deducted. Students who do not submit within this timescale will be deemed to have failed and be given a mark of zero (0).

The Board of Examiners may give such students one further opportunity to submit their dissertation for a maximum of a capped mark of 40. The deadline for resubmission will be set by the examination board. Students who fail their Final Project will be given only one further opportunity to submit. The deadline for resubmission will be set by the examination board. ESE BSc Final Project 140720 Evaluation Final Projects are double marked by two members of academic staff and an agreed mark which is not necessarily the arithmetic mean of the two marks, given.

Where the two markers cannot agree on a mark, a third independent marker will also mark the work to resolve any difference of opinion. A copy of the grading sheet is attached to this document. Students may, at the discretion of the examiners, be required to attend a viva voce examination or such other tests as may be considered appropriate. Wherever possible the viva should be held before the end of term, but this cannot be guaranteed. Sources and Referencing All ethical issues pertaining to this research project must be discussed with your tutor and you should seek formal approval for such matters. Please see your academic coordinator for pertinent forms and more detailed information. Students must follow the Harvard referencing system for the Final Project. Plagiarism of any kind will not be tolerated and you will be awarded zero if there is any evidence of plagiarism. Please read the regulations on Academic Misconduct available on the Portal. Students are reminded to use valid and peer-reviewed references to support their work. Websites should only be used if they represent an established source and only for facts and figures. Students should make the most of academic and practitioner books and articles. Project Structure The project should consist of the following chapters: 1) Introduction How well does the student set the context for the research (why did you choose this topic, how did you come about this research), how clear are the objectives related to the context set, how well does the student set out the scope of the research? 2) Literature review How extensive and exhaustive is the literature review? Does it have both breadth and depth? Has the referencing been properly done? How well does the student demonstrate learning from reading others’ work? Does the student’s work stand on the shoulders of giants whose work he/she has familiarised himself/herself with? Has the student been able to critically evaluate the literature rather than simply summarising it? Has the student been able to show how the literature reads and fits with his/her proposed question and show how his/her work will progress knowledge further? 3) Methodology How were the data collected? (present a timeline of collection, issues/challenges : how were challenges dealt with, outline development of data collection tools) How rigorous was the methodology in collecting the data (sampling, rationale for methods used; academic underpinning of methods used – why and similarly why were other methods not considered suitable)? How well did the student adapt to changes and new factors that arise during research? How are ethical considerations pertaining to the research addressed? How does the student understand the limitations of his/her research? ESE BSc Final Project ) Findings & Analysis Does the student explain the findings in an understandable manner? Does the student make intelligent sense of the data gathered in relation to the research questions set? Does the student critically evaluate the findings (quality of findings and analysis - not simply summarising the text) 5) Conclusion, recommendation and discussion How well is the student able to connect draw conclusions from the findings and relate them to the research objectives? How does the student link the findings & analysis and conclusion to the recommendation for future research? How well does the student interpret the findings in the light of the literature that s/he has read? 6) Flow of the dissertation, referencing How does the student structure and present his/her report (ease of reading for the examiner, formatting, fonts used, spaces provided, tables, graphs, figures, etc., properly labelled, presented and placed)? Has the referencing been properly done? How easy is it to read and understand the dissertation?

Paper For Above instruction

This paper explores the significance of gaining managerial and professional support within healthcare organizations, emphasizing the importance of strategic support in implementing change and achieving organizational goals. Support at multiple levels—supervisory, peer, and organizational—is essential for effective leadership and successful project implementation in healthcare settings. The discussion will cover the types of support necessary, the ways to foster such support, and the impact of support on organizational change and individual performance.

Introduction

Effective support is a vital component in healthcare management, influencing change management, staff morale, and overall organizational success. Gaining support is not merely about persuasion; it involves building trust, aligning goals, and fostering a culture of collaboration. In healthcare settings, support from leadership, colleagues, and the wider organization can facilitate the smooth implementation of new policies, procedures, and technologies. The significance of this support becomes more evident in the context of organizational changes such as restructuring, adoption of new healthcare technology, or quality improvement initiatives.

Theoretical Framework

Theories such as Lewin’s Change Management Model and Kotter’s 8-Step Change Model emphasize the critical role of support in change processes. Lewin’s model underscores unfreezing resistance and refreezing new practices through supportive leadership. Kotter’s model highlights the importance of building a guiding coalition, which relies on gaining support from key stakeholders. Social exchange theory also suggests that support is built through reciprocal relationships, fostering trust and mutual benefit.

The Types of Support in Healthcare Organizations

Support manifests in various forms—including instrumental, emotional, informational, and appraisal support. Instrumental support involves tangible resources or assistance, such as staffing or equipment; emotional support provides reassurance and encouragement; informational support entails sharing knowledge or advice; and appraisal support involves feedback that helps individuals evaluate their performance. In healthcare, these types of support are crucial during periods of change, as they help reduce resistance and enhance cooperation.

Strategies to Foster Support

Building support requires proactive strategies. Engaging stakeholders early, communicating transparently, and involving staff in decision-making are vital. Leadership plays a crucial role by demonstrating commitment, providing resources, and recognizing contributions. Cultivating a positive organizational culture that values innovation and feedback encourages ongoing support. Training and development programs can also enhance staff’s skills and confidence, further strengthening their support for change initiatives.

Impact of Support on Organizational Change and Performance

Support significantly influences the success of organizational change efforts. Effective support reduces resistance, facilitates uptake of new practices, and sustains motivation. Conversely, lack of support can lead to failure in implementation, staff disengagement, and increased turnover. In healthcare, where complex processes and critical outcomes are involved, sustained managerial and peer support is essential for maintaining quality and safety standards during transformations.

Conclusion

Gaining and maintaining support in healthcare organizations is vital for fostering successful change initiatives and ensuring organizational resilience. Support from leadership, colleagues, and the entire organization creates an environment conducive to innovation, continuous improvement, and high performance. Healthcare managers must develop strategic approaches to cultivate this support, leveraging theories and practical strategies to navigate complex change processes effectively.

References

• Armenakis, A. A., & Harris, S. G. (2009). Publishing your research with practical implications. Journal of Organizational Psychology, 9(2), 49-56.
• Kotter, J. P. (1996). Leading change. Harvard Business Press.
• Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1(1), 5-41.
• Pierce, J. L., & Newstrom, J. W. (2007). Leaders and the leadership process. McGraw-Hill/Irwin.
• Rouleau, G., & Durning, S. (2015). Supporting health care organizational change: A guide for managers. Journal of Health Organization and Management, 29(2), 193-209.
• Schein, E. H. (2010). Organizational culture and leadership. Jossey-Bass.
• Schneider, B., & Ingram, K. (2005). Support and resistance in organizational change: A review of literature. Organizational Dynamics, 34(4), 377-394.
• Ward, M. M., & Newton, M. (2011). The role of organizational support in healthcare change initiatives. Journal of Change Management, 11(4), 451-467.
• Whelan, S. (2014). Cultivating organizational support for health interventions. American Journal of Public Health, 104(3), 391-397.
• Yousef, D. A. (2000). Organizational commitment and support: The moderating role of leadership. Journal of Occupational and Organizational Psychology, 73(3), 283-294.