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Running head: In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion...

Henry Ford

Review the article “Creating a Culture of Performance Excellence at Henry Ford Health System.” This article will share with you the changes that Henry Ford Health System is making in order to comply with performance excellence standards. Pay close attention to the figures that are included within the article. Once you have read the article, please provide a detailed analysis on what you feel will be beneficial to the company and what you might change about their new practices. Use your course materials and outside research to generate a solid analysis on the company’s procedures.

The requirements below must be met

  • Write between 750 – 1,000 words (approximately 3 – 5 pages) using Microsoft Word in APA style. Sample enclosed
  • Use font size 12 and 1” margins.
  • Include cover page and reference page.
  • No Plagiarism 
  • Only use the attached article 
  • Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.


Running head: TITLE OF ESSAY 1 Title of Essay Author’s Name School Abstract Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed- in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
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TITLE OF ESSAY 2 Title of Essay In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person ( I, me, we, our(s) ) may be, and should be employed; second person ( you, your(s) ) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person). Like any essay, students should make sure their essays are formatted with one inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information. The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as www.citationmachine.net to ensure proper formatting, as well as contact Grantham’s Writing Center or the course instructor for additional assistance. References
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Creating a Culture of Performance Excellence at Henry Ford Health System SUSAN S. HAWKINS, ROSE GLENN, KATHY OSWALD, ANO WILLIAM A. CONWAY Henry Ford Health System (HFHS) of Detroit, Michigan, has earned industry-wide recognition by engaging its leaders to align the organization's strategic objectives with Malcolm Baldrige National Quality Award criteria and craft a comprehensive program to integrate performance to drive sustain- able growth. One of the largest health care systems in the United States, HFHS developed a performance management approach that backed up standards of excellence with comprehensive training and de- velopment, established a performance improvement framework that emphasized analysis and review, in- tegrated its communications systems with a renewed focus on innovation, and fine-tuned its performance strategy to stoke agility throughout the organi- zation. Results included a reduction in in-patient mortality, innovations in health care best practice, enhanced employee engagement patient satisfaction, savings of almost %10 million over four years in rela- tion to harm-reduction efforts, and five national per- formance awards, including the Malcolm Baldrige National Quality Award in 2011. © 2013 Wiley Periodicals, Inc. Lowered reimbursements and increasing uncompen- sated care across the 1990s led to decreased in- vestments in infrastrucrure and clinical programs at many hospitals and health systems in the United States. The rising crisis in health care and a call for improved quality and patient safety became a national discussion. At Henry Ford Health Sys- tem (HFHS) in Detroit, part of the discussion in- volved how to integrate performance to drive smart growth while focusing on what matters most: the System's patients., its health plan members, and its communities. With more than $4 billion in revenues, HFHS is one of the largest health care systems in the United States and a respected leader in clinical care, research, and education. HFHS has more than 23,000 employees serving 4.5 million people in southeast Michigan at more than 140 care delivery sites, with a total of 102,000 admissions, 418,000 emergency depart- ment visits, 3.2 million office visits, and 88,000 surg- eries annually. The System's core components are: • the Henry Ford Medical Group, with 1,200 physicians and scientists; • 2,200 private practice physicians; • four acute care medical-surgical hospitals, includ- ing the 802-bed Henry Ford Hospital in Detroit, which is a tertiary care, level 1 trauma center, as well as an education and research complex; • Community Care Services, which includes a di- versified portfolio of post-acute and retail ser- vices; • Behavioral Health Services with two behavioral hospitals; and • the Health Alliance Plan (HAP), a health insurer. In 2000, with organization-wide input, HFHS leadership recrafted the System's mission, vision, and values. They recommitted themselves ro their base in Detroit and their academic mission, and they determined to relentlessly pursue organiza- tional integration to deliver the best care to HFHS patients and drive sustainable growth. Leaders and © 201 3 Wiley Periodicals , Inc . Publishe d onlin e i n Wiiey Onlin e Librar y (wiieyoniinelibrary.com ) 6 Globa l Busines s an d Organizationa l Excellenc e • DOI: 10.1002/ioe.2146 9 • January/Februar y 201 3
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subsequently all employees participated in "Re- newal," a cultural training workshop focused on the values and behaviors of a healthy, high-performing organization. Four years later, the new chief exec- utive officer (CEO) for HFHS set the path toward improving performance throughout the System, se- lecting to embark on the Baldrige Performance Excellence Program (Baldrige PEP) and adopt its Criteria for Performance Excellence. The Baldrige PEP provided a self-assessment roadmap with con- sultant feedback and challenged HFHS leaders to compare their results against the top-performing or- ganizations in the United States. The System's eight years of experience in using the Baldrige criteria have included a series of steps in cultural transformation and continual improvement in organizational integration and performance, from the board of trustees and senior leaders to front- line employees. Several key changes, challenges, and turning points that occurred from 2004 to 2011 highlight the organization's continuing quest for performance excellence. Key Change: Engaging Leadership The early steps of organizational self-assessment us- ing the Baldrige criteria led to a new focus on en- gaging senior leadership across the many business units of HFHS. Realigned in 2004 to drive commu- nication and integration of strategic development, the System's board of trustees began to communi- cate regularly with affiliate and advisory boards at the business-unit level through quarterly meetings of all board chairs. The HFHS CFO communicated regularly with senior leaders via four committees: a 5-member Executive Cabinet; 15-member Cabinet; a 25-member Strategy and Execution Team (SET) composed of all Cabinet members and key System and business-unit leaders, including physicians; and a 110-member Leadership Execution and Planning (LEAP) team composed of all SET members and their direct reports, including physician chairs and division heads of the Henry Ford Medical Croup and hospital chief medical officers. From the 1990s, HFHS's strategic planning pro- cess was a business unit-based model that rolled up to the System level. In 2005, the planning process was changed to a top-down model, focusing on the Baldrige criteria and the System's mission, vision, and values. Senior leaders defined the System's core competencies (a Baldrige criteria requirement) and developed a new strategic framework. The early steps of organizational self-assessment using the Baldrige criteria led to a new focus on en- gaging senior leadership across the many business units of HFHS. Turning Point: A Seven-Piliar Strategic Framework The new strategic framework identified seven per- formance areas ("pillars"): people, service, quality and safety, growth, research and education, commu- nity, and finance (see Exhibit 1 on page 8). Compris- ing the Henry Ford Experience—which is defined as a consistent, remarkable experience for all HFHS customers—these seven pillars are the foundation of the HFHS strategic planning process. The organiza- tion's strategic objectives, which are aligned across all business units, fiow from them. System-level teams were developed for the areas rep- resented by the pillars, with each pillar team led by a member of the Cabinet and composed of senior and other leaders across business units to increase System integration. Pillar teams became responsi- ble for establishing strategic objectives and initia- tives within their respective performance dimension, aligning action plans to meet performance targets, and tracking performance against goals. For exam- ple, the People Pillar team became responsible for strategies throughout the System that were aimed at reducing employee turnover. The Service Pillar team Globa l Busines s an d Organizationa l Excellenc e DOI: 10.1002/joe January/February 2013
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Running head: ONLINE EDUCATION 1 Online Education Jane Doe Option 3: Traditional Paper Grantham University
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ONLINE EDUCATION 2 Abstract Online education has made vast improvements since the Internet was created. Before the Internet, schools were using various forms of technology to teach classes from a distance. Distance learning ranged from using the United States Post Office to mail assignments to using radio, television, and telephone. In this paper I will discuss how online education is advancing and becoming more competitive with traditional “brick and mortar” schools.
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Running head: PERFORMANCE EXCELLENCE Performance Excellence
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Institution PERFORMANCE EXCELLENCE 1
Abstract Performance excellence explains an integrated approach that helps to manage...

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