View the performance assesment first. Please only edit what is in red. (Describ

View the performance assesment first. Please only edit what is in red. (Describe how you would create a professional development program for health information management (HIM) employees.)
The ADDIE model is the performance tool I want to go by.
“healthcare relies on the availability of competent
workers. The growth of new technologies, the increasing amount of big data
(data sets so large and complex that new tools for analysis are required), the
application of new vocabulary and processes, and the decreasing numbers of
employees with adequate skills to respond to this new environment mean that
healthcare organizations must frequently assume responsibility for preparing
and developing their own labor pool, unless they choose to outsource
domestically or overseas. Health information management (HIM) professionals educated
many years ago need to acquire skills in emerging competencies taught in
today’s HIM classroom, such as public health informatics and enterprise
information management (Butler 2015, 21). Providing the necessary training to
workers is costly in terms of both money and time. Using overseas workers
creates its own training needs in areas such as ethics. Moreover, the
organization must do what it can to protect its investment by retaining its
workforce.
Human resources (HR) are the healthcare institution’s most
valuable asset. Managing employees requires recognizing and meeting the needs
of the employees as well as those of the organization. Healthcare organizations
must provide employees with the tools for career success and personal
achievement if they are to win the employees’ long-term commitment.
This chapter focuses on training and retaining employees in
the healthcare organization. It describes the orientation process and methods
for training new employees as well as developing current employees for more
advanced job responsibilities. It discusses adult learning strategies,
techniques for delivering employee training including e-learning methods, and
ways that training and development programs can enhance job satisfaction,
personal career growth, and the discovery of one’s own leadership style. Special
training issues, such as diversity, the training of overseas workers, and
preparation for future e-HIM roles, are addressed. Finally, the chapter
describes how to implement a departmental employee training and development
plan.
Training Program Development
Traditional management theory differentiated between
training, or providing entry-level skills required to begin a job for
lower-level, technical employees, and development—maintaining or upgrading
competencies for management staff who needed to improve skills such as
decision-making and interpersonal communication. However, this distinction has
become outdated in the 21st century, as organizations take a more comprehensive
approach to improving employee performance. Today, the terms training and development
are often used interchangeably with the primary goal of improving knowledge,
skills, abilities, attitudes, and social behavior of workers at all levels. As
employees who make up the organization grow, so does the organization.
Training programs should accommodate all employees. Examples
of accommodation include providing instructions in another language for
employees who are non-English speakers or making equipment and locations
accessible to those with disabilities. In addition, the organization should
develop diversity training programs. Diversity training facilitates an
environment that fosters inclusion and appreciation of individual differences
within the organization’s workforce.
Training and development programs should be viewed as a
vital part of strategic management, or the assessment of the changing
environment to create and implement the long-term major direction and future of
healthcare institutions. The standards of accreditation organizations as well
as health plans require the demonstration of high-quality, efficient healthcare
delivery. To remain financially viable, healthcare organizations must emphasize
productivity, performance, and profitability. Managers should identify goals
and objectives first for their departments and then individual employees; next,
they should define the skills and knowledge necessary to achieve the
objectives. This goal-oriented approach should challenge and encourage the
workforce to achieve organizational goals while helping individual employees
reach their highest potential.
Investment in training programs helps the organization to
accomplish goals on an individual, group, and organizational level. Other
important reasons for providing employee training and development include the
following:
• Introducing new employees to the organization
• Providing a path for employee promotion and retention
• Improving employee performance and productivity
• Updating skills for employees in new or restructured
positions resulting from organizational or technological change
• Reducing organizational problems caused by absenteeism,
turnover, poor morale, or substandard quality
• Delivering high-quality healthcare within budgetary
constraints
As presented in table 23.1, one way to view training and
development needs is as a continuum of five conceptual areas: orientation,
on-the-job training, staff development through internal in-service education
programs, staff development through external and professional continuing
education (CE) programs, and personal career development beyond the current job
(Fottler et al. 1998, 201). Each concept differs in objectives, diversity of
skills, degree of emphasis on career development, training location, and
frequency of delivery.
Table 23.1. Employee development continuum
Source: From Fottler/Hernandez/Joiner. Essentials of Human
Resource Management in Health Service Organizations, 1E. © 1998 Delmar
Learning, a part of Cengage Learning, Inc. Reproduced by permission.
www.cengage.com/permissions.
Healthcare organizations are unique—so their development
programs should be unique as well. A 50-bed long-term care facility has very
different staffing and training needs than a large acute-care academic medical
center. The training program and methods used should fit the context of the
institution.
Investment in employee development does not end with
training. Organizations need to find ways to gain the commitment of employees
so that they will remain productive. Retaining good employees and developing
their potential is an area of great importance, particularly in an industry
that has a shortage of qualified workers.
Departmental Employee Training and Development Plan
Every healthcare organization and every HIM department have
unique training needs. The level of education and experience of the employees,
the tasks they perform, and the resources available will change the focus of
training efforts. As table 23.1 shows, employee development is a continuum of
concepts. The content, objectives, and frequency of a training program are all
dependent on the specific situation that exists in an organization.
Training and Development Model
Several models for designing training and development
programs have been developed. Each organization needs to review their needs
using a systematic approach to instructional systems design. A model frequently
used is the ADDIE model: Analyze, Design, Develop, Implement, Evaluate (Fottler
2018, 155). This method emphasizes the how, what, why, where, who, and when of
training. Begin with an analysis or needs assessment that identifies what
training is required. Next, design the training program by defining the
objectives and methods that will be used. In the third step, the program is
developed and pilot tested. Then, the program is rolled out with the support of
the management for successful delivery. After the program is delivered, it is
important to evaluate whether the program achieved the objectives identified in
the needs assessment. Figure 23.1 displays this model.
Figure 23.1. ADDIE model
Source: Adapted from Fottler 2018, 156.
The following is a step-by-step training and development
plan that expands upon the ADDIE model and can be applied on various levels to
help an organization’s HR department or a health information manager identify
and fulfill the training and development needs of his or her employee group.
The plan includes the following steps:
1. Perform a needs analysis.
2. Set training objectives.
3. Design the curriculum.
4. Determine the location and method of delivery.
5. Pilot the program.
6. Implement the program.
7. Evaluate the effectiveness of the program.
8. Make changes as needed.
9. Provide feedback to interested groups.
The plan should be approved and supported by upper
management. Implementing a training program requires a substantial investment
of time, money, and personnel. Developing a curriculum based on a systematic
evaluation of needs is a much wiser investment than creating a program around
the latest hot topic.
Perform a Departmental Training Needs Analysis
The needs analysis is critical to the design of the plan.
This approach typically focuses on three levels: the organization, the specific
job tasks, and the individual employee. The outcome of the needs analysis is an
understanding of where training is needed in the organization (entry-level,
remedial, or management development), based on the firm’s strategic mission and
goals. In addition, a list of the tasks to be learned at each level (based on
the job description, job specification, and the specific skills and knowledge
required) and an analysis of the deficiencies in knowledge and skills between
the desired level and the current level of each employee should be completed.
This information can be obtained through observation,
employee and manager interviews, surveys, tests, and task analysis of the job
descriptions and job specifications.
Set Training Objectives
After the needs have been established, specific, measurable
training objectives should be set. Objectives stipulate what the employee
should be able to accomplish upon completion of the training program. These are
based on the deficiencies that have been identified between the desired and
current performance levels. It is important to set objectives before starting
the program so that the results can be evaluated following completion of
training.
Design the Curriculum
The curriculum is the subject content of the program that
will be taught, including the sequence, activities, and materials. The
curriculum designer should prepare a budget that identifies costs and available
resources. Examples of training resources include trainers, computer-based
modules either purchased or developed in-house, textbooks, and web-based
learning management systems (LMSs). LMSs assist the trainer by tracking grades
and student access, presenting the content in a user-friendly manner, and
collating statistics on use.
After these decisions are made, the curriculum must be
organized into a program that supports adult learning and the stated
objectives. All program elements need to be carefully prepared to ensure
quality and effectiveness.
Determine the Location and Method of Delivery
Where and when the program should be delivered is an
important part of the training plan. When space is available and the instructor
and materials are available internally, a classroom setting might be suitable.
On the other hand, when employees work over several shifts and days or in remote
locations, computer-based courses and web-based delivery might permit the
employee to more readily achieve the training objectives.
Pilot the Program
It is important to validate the program by introducing it to
a test audience. When computer technology is part of the program delivery, all
computer programs should be tested to make sure they work with a variety of
hardware and web browsers. Following completion of the program by a few
employees, feedback should be obtained and the program revised, if necessary.
Implement the Program
The tested program now can be given to the entire audience
for which it has been developed. When necessary, train-the-trainer workshops
should be conducted for instructors who may not have formal training
experience. In these workshops the trainer—either manager or employee—learns
skills in communication and instruction in order to train others effectively on
job tasks.
Evaluate the Effectiveness of the Program
Two issues should be addressed in evaluating training
programs. The first is selecting the method of evaluation; the second is
identifying the outcomes that will be measured.
Evaluation is most frequently assessed using a survey.
Opinions obtained immediately after the training, and again after a period of
time, are valuable in assessing the effectiveness of the program for both
trainees and managers. In addition, pretests and posttests help identify the
level of knowledge or skill that has actually been learned.
When possible, a method for evaluating the training program
is to conduct a controlled experiment. A control group that receives no
training is compared to a group that received training. Data are obtained from
both groups before and after training. It is then possible to determine the
extent to which the training program caused a change in performance in the
training group.
Four outcomes can be measured in evaluating effective
training programs:
• Reaction: What is the reaction of the trainees immediately
after the program? Are they excited about what they learned?
• Learning: What have the trainees actually learned? Can
they now use a new software program?
• Behavior: Have supervisors noticed a change in employee
behavior? Has morale improved?
• Results: How does the actual level of performance compare
with the established objectives? Can the employees assign codes more
accurately? (Dessler 2017, 261)
Evaluating these outcomes will determine whether the training
has been successful, connecting back to the gaps identified in the initial
needs analysis, or whether modifications to the training program are required.
Make Changes as Needed
When the results of the evaluation show less-than-expected
results, it is important to determine where changes may be helpful. This may
include a change in the materials, location or time of program delivery, or
subject content. In any case, it is important to adjust if needed. A program
that is not meeting the desired objectives is costly.
Provide Feedback to Interested Groups
After tallying the results of the evaluations and making any
needed adjustments, it is important to provide feedback to the course
developers, managers and supervisors of the involved departments, and trainees.
Communication is vital to maintaining interest in and support for the training
program. Feedback demonstrates a desire to respond to the needs of everyone
involved in this important activity.