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This article will provide vital insights, acquired in a recent study with eight manufacturing companies, to guide the development of a human resource development strategy. This study was a pilot for a larger study, planned for the fall of 1995 with 50 manufacturing companies randomly chosen from the Directory of Massachusetts High Technology Companies.
This case study demonstrates that team development takes time. It involves interpersonal skill development for staff members, management training, and specific team building sessions after the teams form. It is crucial that the specific content of training for managers, staff members, team leaders, and team members evolves from an assessment of organizational needs coupled with involvement of all levels of the department. You may ask if this entire process has made a difference. Yes, it has. Staff members are beginning to be more open and honest with one another regarding issues detrimental to the group process. Above all, team leaders and staff are assuming responsibility together for the workload and process improvement. Implementing the team process without proper training and assessment is sure to fail. Yet we must continue to work and shape the team process toward the final level of self-direction.
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One of the goals of the vision 2006 initiative has been to identify new career opportunities for HIM professionals. Recently, a group of AHIMA volunteers has provided a framework and tools for developing data quality management expertise. Here's an overview of their work and a look at resources for those who want to learn more.
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This paper will outline the theoretical constructs pertaining to lifelong learning, adult education, continuing professional development and the learning society. The need for all professionals to have highly developed learning skills in a society racing with change is evident. Pressures placed on health information managers to continue their learning beyond graduation are many and varied. Continuing professional education is one avenue that enables health information managers to continue their learning beyond graduation. Attributes of a typical lifelong learner are included in this paper to enable readers to self-assess their capacity for continued learning and their desire to undertake it. The paper concludes with a list of strategies for learners to enhance their lifelong learning skills. The role that educators can play in developing lifelong learning competence in students and graduates is also outlined.
Two nursing units band together to provide ICU support staff by capitalizing on the education and experience of a core group of medical/surgical RNs.
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Explore the source record for details and available documents.