Assessment 4 Context Definition of the Balanced Scorecard The Balanced Scorecard Institute: The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals. The balanced scorecard performance measurement framework considers non-financial performance measures in addition to financial metrics to provide a more balanced view of organizational performance. Using the Scorecard in the Health Care Industry Within the health care industry, the scorecard must reflect a framework that incorporates patient safety, regulatory compliance, and a variety of other operational factors (Gunduz & Simsek, 2007). The contemporary version of the balanced scorecard transforms the organizational strategic plan into a dynamic document that provides a snapshot of performance measurement across the organization. Recall from earlier units that performance measurement is a condition of participation for some government and privately sponsored reimbursement sources. The Four Perspectives The balanced scorecard indicates that organizations should be examined from four perspectives: learning and growth, business processes, customer satisfaction, and financial performance (Kaplan & Norton, 1992). Additionally, each perspective requires metrics for which data can be collected and analyzed (Balanced Scorecard Institute, n.d.). The analysis takes place within the context of the organizational strategic direction. When used to its full potential: The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise. (Balanced Scorecard Institute, n.d.) Once the balanced scorecard is applied to an organization, it is important that managers effectively communicate results and take appropriate action. Applying the balanced scorecard results to key risk management areas is equally important when using the scorecard to minimize risk and develop a quality improvement strategy. References Balanced Scorecard Institute. (n.d.). Balanced scorecard basics. Retrieved from https://ift.tt/3kpR4ns 55/Default.aspx MHA-FP5014 Assessment 4 Context 1 Assessment 4 Context Gunduz, M., & Simsek, B. (2007). A strategic safety management framework through balanced scorecard and quality function deployment. Canadian Journal of Civil Engineering, 34(5), 622–630. Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70(1), 71–79. MHA-FP5014 Assessment 4 Context 2 MHA-FPX5014 u04a1 – Balanced Scorecard Presentation Learner: Johanna , Young OVERALL COMMENTS Johanna, you have a good foundation, but I didn’t see where “analyze key performance indicators and measures associated with a specific riskmanagement issue” (Criterion 2), the overall Speaker Notes seem brief. Please note that you can SINGLE space the Speaker Notes. The required audio was not provided. I did see your explanation; however, the audio is required. I hope you are feeling better soon. Dr. Baker RUBRICS CRITERIA 1 Present recommendations on each facet of the balanced scorecard model. COMPETENCY Apply a risk-management model or framework to a specific riskmanagement priority. NON_PERFORMANCE: Does not present recommendations on each facet of the balanced scorecard model. BASIC: Presents recommendations on each facet of the balanced scorecard model, but the recommendations are either not realistic or is not supported by available information. PROFICIENT: Presents recommendations on each facet of the balanced scorecard model. DISTINGUISHED: Presents recommendations on each facet of the balanced scorecard model and justifies the recommendations by citing relevant peer-reviewed sources. Comments: I’m a little confused….are Slides 4-11 the Recommendations? If so, the discussion (Speaker Notes) should be expanded and “relevant peer-reviewed sources” are required for Distinguished. CRITERIA 2 Use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk-management issue. COMPETENCY Analyze the process and outcomes for a care quality- or riskmanagement issue. NON_PERFORMANCE: Does not use balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk management issue. BASIC: Uses balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk management issue, but the performance indicators are either not key or are not clearly associated with the risk management issue. PROFICIENT: Uses balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk management issue. DISTINGUISHED: Uses balanced scorecard concepts to analyze key performance indicators and measures associated with a specific risk management issue and indicates the acceptable ranges for the performance indicators and measures. Comments: I don’t see where this was discussed. CRITERIA 3 Create a persuasive presentation tailored to a specific audience. COMPETENCY Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. NON_PERFORMANCE: Does not create a persuasive presentation tailored to a specific audience. BASIC: Creates a presentation tailored to a specific audience, but the presentation is either not persuasive or does not clearly address the interests of the specific audience. PROFICIENT: Creates a persuasive presentation tailored to a specific audience. DISTINGUISHED: Creates a persuasive presentation tailored to a specific audience and clearly describes the interests of the audience and how those interests are addressed. Comments: The assignment is incomplete CRITERIA 4 Communicate clearly in a limited time frame. COMPETENCY Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. NON_PERFORMANCE: Does not communicate clearly in a limited time frame. BASIC: Communicates, but the message is either vague or is not completed in the given time frame. PROFICIENT: Communicates clearly in a limited time frame. DISTINGUISHED: Communicates clearly in a limited time frame and concludes with a concise and convincing summary. Comments: The audio was not provided. Supplemental Feedback SUPPLEMENTAL CRITERIA 1 Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt BEGINNING: This text is unrelated to the assignment prompt. DEVELOPING: This text is related to the assignment prompt but does not demonstrate an understanding of the main topic, scope, and purpose. SKILLED: This text responds to the assignment prompt and appropriately addresses the main topic, scope, and purpose. ADVANCED: This text presents a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and purpose. Comments: SUPPLEMENTAL CRITERIA 2 Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics BEGINNING: This text does not include a thesis statement and is organized inappropriately for the assignment. DEVELOPING: The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main idea(s) and/or transitional phrases. SKILLED: This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective transitional phrases. ADVANCED: This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information. Comments: SUPPLEMENTAL CRITERIA 3 Evidence Integrate into text appropriate use of scholarly sources and evidence BEGINNING: This text included plagiarized information. DEVELOPING: This text lacks synthesis of information from sources and/or the credibility of the sources is questionable, with many flaws in APA citation style. SKILLED: The included evidence was integrated and synthesized from outside sources, most of which are scholarly, with minimal flaws in APA citation style. ADVANCED: The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound sources, with minimal flaws in APA citation style. Comments: SUPPLEMENTAL CRITERIA 4 Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone BEGINNING: Text uses language inappropriate for the intended audience. DEVELOPING: This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or tone for the intended audience. SKILLED: This text meets writing conventions for the discipline and there were minimal issues in appropriate use of voice, person, or tone for the intended audience. ADVANCED: This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience. Comments: SUPPLEMENTAL CRITERIA 5 Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors BEGINNING: Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics in 75% or more of text. DEVELOPING: Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in 25%-75% or more of text. SKILLED: Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical errors in 10%-25% of text. ADVANCED: Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or mechanical errors in 10% or less of text. Comments:

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