DYS511: Managing People in a Healthcare Setting

Dyson School, Cornell University

Course Project, Part One – Defining Goals and Values

Instructions: Part one of the course project contains two sections. Please review and
complete each section, then save the document and continue with the course before
moving on to part two of the project.

Section One: Use the space below to prepare to talk to your team about your personal
vision and the organization’s vision and values.

Find Your Organization’s Mission and Vision:

Name: Freedom Founder Online Academy
#Empower Afghan girls through education !
Our mission is to provide online education for Afghan women who are living in
Afghanistan and are deprived the basic right that's education.
We aim to make the education right as a equal right for all of humans ,despite the
discrimination regardless; background,race,tribe and gender.
And ensuring that everyone has the opportunity to continue their education meaningfully
and contribute to the society for having a free Afghanistan.

Our vision is to have a free Afghanistan that all women have the same right of education
as men. And to enabling women to pursue their dreams through an online Platform. we
proud for creating such a long-life learning journey for the women in Afghanistan that they
can cultivate individual and career advancement.

List the Organization’s Values:

Equivalency
Authorization
contrivance
Community consequences
Attribute
Equity and fairness

Define Your Personal Values:

Resilience: despite facing with different challenge my resilience as a medical student in
Afghanistan that's deprived of education to overcome misadventures and to pursue my
own dreams and other women dreams in Afghanistan is proved.

Creativity and adaptability: despite with facing different challenges my adaptability with a
risky county like Afghanistan corporates with me to overcome all the challenges and to
create a creative online academic place for women .

Social responsibility: Recognizing the broader societal impact of education, I embower

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

my social responsibility.
In my perspective to pursue academic goal is not just an individual goal and performance
but Is a responsibility to empower Young Generation in our community.

Draft a Summary:
Driven my experience as a medical student who is deprived of pursuing the rest of my
education, I have established an online academy and contain of an online school to
empower Afghan girls through education that's the basic right of a human .
My academic journey reflects; resilience,self motivation, social responsibility, creativity
authorization and inclusivity.
I have embowered the volunteer leadership position to fight against this harmful
phenomenon that's the gender apartheid.
With dedication, resilience, integrity,and humility I believe that I can break down academic
barriers and empower those women who deserves it.

Section Two: Interview members of a team, and identify their goals and values using
the process and table provided below.
1. Copy the empty table so that you have a blank table for each employee you will
interview. You should also complete the table yourself. If you do not manage a
team, you can do this activity with a group of peers or friends.
2. Start the conversation with a review of the organization and team goals
(generally predefined).
3. Record the person’s name, then hold a general conversation on their personal
goals and values. Record those goals and values in the appropriate boxes.
4. Discuss the three questions listed in the notes section, and record key points.

Name: Goals: Values:

Notes:
Ask: How can you best contribute to the organization and team goals?

Ask: What are some personal goals that will help achieve the organization’s mission and
support the organization’s values?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Ask: Do you have any concerns or problems with the organization’s mission and values?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Course Project, Part Two – Planning for the Cycle of

Performance Management
Instructions: Part two of the project contains two sections. Please review and complete
each section, then save the document and continue with the course before moving on.

Section One: Write down your team goals, and evaluate yourself and each of your
team members against those goals. (Rate each as Satisfactory or Unsatisfactory). If you
are not managing a team, imagine your peers as your team.

Instructions: Fill in the goal, team member, and rating for each section below. Add or
remove rows as needed.
Goal 1:
Team member 1 (Satisfactory/Unsatisfactory)
Team member 2 (Satisfactory/Unsatisfactory)
Team member 3 (Satisfactory/Unsatisfactory)
Goal 2:
Team member 1 (Satisfactory/Unsatisfactory)
Team member 2 (Satisfactory/Unsatisfactory)
Team member 3 (Satisfactory/Unsatisfactory)
Goal 3:
Team member 1 (Satisfactory/Unsatisfactory)
Team member 2 (Satisfactory/Unsatisfactory)
Team member 3 (Satisfactory/Unsatisfactory)

Section Two: Reflect on how you can incorporate your goals into more than
performance evaluations.

How will you incorporate your team and organizational goals into your hiring process?

How can this help you handle progressive discipline?

How will you conduct difficult conversations to retain the good performers and motivate
the poor performers?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Course Project, Part Three – Planning a Meeting

Instructions: Part three of the project contains two sections. Please review and
complete each section, then save the document and continue with the course before
moving on.

Section One: Prepare an agenda for a coming meeting, or if necessary a past meeting,
using the template below. (This template is provided as a tool in the course.)

Meeting Information:

Date: Host: Weed Wacker:

Time: Topic: Time Keeper:
Location:

Meeting Goal:

Meeting Preparation:

Meeting Agenda:

1. [Item, Time, Presenter, Expected Outcome]

2. [Item, Time, Presenter]
3. [Item, Time, Presenter]
4.

Action Items Due from Prior Meetings:

1. [Past item]
2. [Past item]
3. [Past item]
4.

New Action Items:

Item # Action Item Person or Team Responsible Due Date

Meeting Evaluation:

Date and Time of Next Meeting:

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Section Two: Answer the questions below about using a consensus approach in a
meeting.

If you used a consensus approach (such as the Delphi method) in the meeting you
planned, summarize the results below. Focus on what worked and what could have been
better. Be sure to share if a consensus was successfully reached.

If you did not use a consensus approach outline, how you would use one in a future
meeting?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Course Project, Part Four – Practicing Mediation

Instructions: Part four of the project contains two sections. Please review and
complete each section, then save the document and continue with the course before
moving on.

Section One: Complete a roleplay exercise with two friends or colleagues using the
scenario below. Your role is to be a mediator. Have each person read his or her section
below and then start the roleplay with the mediator arriving at the fight.

Be sure to:
1. Identify what the issues are
2. Work toward resolution
3. Determine appropriate follow-up

Scenario
Person 1 – Physician
The physician wants to place a central catheter line into the patient and has not washed
his hands or prepped the patient appropriately. He is ready to insert the catheter when a
nurse stops him.

The physician then starts yelling at the nurse, stating that this is the way he has done
this for the past 20 years and it has never resulted in infections. He is accusing the
nurse of trying to interfere with the appropriate care of his patient.

Person 2 – Nurse
The nurse demands that the physician immediately stop the procedure and follow the
protocol established by IHI for catheter insertion to decrease the risk of central line
infections.

Person 3 - Mediator
You are called to go to a nurses’ station because a nurse and a physician are in a
heated argument in front of a patient.

All of this is going on in front of the patient, who needs the catheter and is becoming
very anxious.

You arrive at the floor and they are still arguing.

What do you do?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Section Two: Answer several reflection questions on how this roleplay went, what the
outcome was, and how you might approach it differently in the future.
How did you identify the problem, and what did you determine the problem was?

What did you do to reach a resolution?

What was the resolution?

What was the plan for follow-up?

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Course Project, Part Five – Organizational Communication

Instructions: Part five of the project contains three sections. Please review and
complete each section, then save the document and continue with the course before
moving on.

Section One: Assess your organization’s hierarchy. (If needed, use an organization you
are familiar with.)

Summarize the hierarchy or levels within your organization.

Identify some typical communication challenges related to these levels.

Define how you or others can address these challenges.

Section Two: Examine the provided scenario resulting from poor or inadequate
communication between disciplines.

Scenario

You are called to the nurses’ station after a recent Code Blue was called to
assess whether the code could have been avoided with a rapid response team.

During your deliberations, you noted that the patient displayed signs and
symptoms of increasing shortness of breath and confusion. However, the only individual
who noted this was the environmental services worker who was cleaning the room of
the patient, but he did not communicate that to the nurses for fear of being rebuked or
ignored.

Had he communicated his concerns, the code probably could have been
avoided. The patient did survive the code but had to be transferred to the ICU for closer
monitoring.

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 DYS511: Managing People in a Healthcare Setting
Dyson School, Cornell University

Section Three: Answer the reflection questions below.

What was the driving factor in this miscommunication?

What could be done to avoid this happening in the future?

How can these lessons be applied more broadly?

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