Describe about the Health Services Management for Developing Professional.
Health Service management in New Zealand is governed by theoretical and practical experiences for developing professional in their career (Noe, 2010). Training in educating of health care opens up an environment of opportunities and practices. Training in the field is considered more effective when it is able to attain to particular skills, knowledge and attitudes through which needs of the society and that pertaining to health services is attended. Training needs to be provided to individuals wanting to join the field as there are a variety of expectations and demands from such roles. Stakeholders in health services have high expectations when receiving health services, hence individual’s needs to have an understanding of the varied roles and responsibilities involving clinician, administrator, customer, manager, councilor and educator. Thus, there lies the challenge in designing health service training programs that can address diversity of the field. This essay is a reflective discourse that attends to the developing as an effective trainer (Carless D. , 2007). This essay pertains to the challenges and benefits arising from such training in order to be effective.
Imparting training to health services is often considered a challenging task considering its diversity of knowledge areas. I faced immense number of challenges to develop myself as an effective trainer. While the areas of knowledge were quite vast so were the areas requiring practical expertise (Anderson, 2006). I consider myself to be very lucky to be a part of this course and to be able to learn the various concepts and technicalities pertaining to health services especially in New Zealand. The course covers vast range of topics from stakeholder analysis to environmental understanding, to having concepts regarding deliverables in the organization. Earlier I had very less ideas regarding health service and areas that needs to be understood in pertaining to the field. But after taking up and going through the course I have come to realize that it is more of a management oriented topic that needs to have ideas regarding various subjects and concepts. My professors were immensely helpful and there have been high transfer of knowledge from them while learning and developing skills pertaining to health service oriented training (Andrade, 2007). So, there was high transfer of knowledge that happened from my professors during the period of my course to help and guide me to becoming an effective trainer.
I used the Johari window model to analyze my self-capabilities to determine any gaps in my understanding of becoming an effective trainer in health care. After thorough analysis I realized that I have immense knowledge and determination to pursue the subject and knowledge to accomplish trainer career in health services. But I need to improvise on my communicating skills in order to address the primary challenges of training. I also need to have practical experience and guided learning sessions from where I will be able to learn regarding my mistakes and flaws (Manley, 2008). I need to have a mentor whom I will follow in order to excel in the field of training at least for the first few years. I also need to have understanding of the working dynamics of the field and the various challenges that one can possibly face. As I have all theoretical knowledge and very less practical knowledge it is impossible for me to understand beforehand the several challenges that I am going got face. Therefore, I need to enhance my learning from experiences of several authors in this field that will help be develop an understanding (Boud, 2006).
Figure 1 : Johari Window Model
Source : (Joughin, 2009)
I have leant and am thorough with all relevant concepts and knowledge areas in the health services. A pre-requisite of being a good trainer is to have good knowledge and understanding of the various topics that is covered in the course, such that he is able to communicate the same with confidence.
Training in a subject require expertise and competence therefore one needs to have a thorough understanding of the various topics and aspects covered in health services. I felt there was immense need to have proper communicating skills in order to transfer ideas that I want to teach or train. I was earlier shy and could not easily make presentation but with this course I have been able to develop skills through which I am capable of making deliveries to a class of students (Nolte, 2008). I have been through a number of presentations and course work that has uplifted my spirits and confidence hence I am able to deliver as a motivated trainer. In order to sharpen my communication skills to become an effective trainer I devised strategies. Strategies include practicing and preparing training sessions to be delivered way before hand to avoid communicational error. I train effectively by making use of presentations, which are easily readable and understandable. Also use of handouts enables students to understand concepts better.
Adult Learning Theory-Andragogy demonstrates the art of learning art and science forms for adult learning. Andragogy is similar to pedagogy, and depicts ways adult learner learn. Malcolm Knowles is a theoretical and practical approach that bases humanistic conceptions including self-direction with teachers as facilitators. Bernice McCarthy proposed four key learning styles for adults that included dynamic learners, imaginative leaners, analytic learners and common sense learners. Kolb Learning styles on the other hand was based on experimental learning. The VAK Learning Style distinguished between visual, auditory and kinesthetic learners. The Cone of Learning provides another teaching method for adult learners. These styles are very different from one we experienced during our childhood that was primarily leant from whatever we assimilated from our teachers.
Figure 2 : Adult Learning
Source : (Boud, 2006)
Figure 3 : The Cone of Learning
Source : (Jones, 2006)
In order to be an effective trainer I need to motivate students to take up research in areas that have been taught. Researching from relevant texts, journals, organizational website is a monotonous task hence student needs to be motivated for the same (Jones, 2006). I believe that in order to be an effective trainer some amount of curiousness is needed to be build up within students. Such can be imparted by skills that I have already learnt in class consisting of raising some questions and pertinent enquiries in class through interactive learning and discussions.
An effective trainer is one who is able to enhance practical scenario performance by proper demonstration. Apart from being able to encompass and address the various aspects of module that is to be covered in health services, an effective trainer also needs to provide relevant and practical examples (Macky, 2008). Working practically in field of health care is extremely diverse and requires attending to several aspects related to customer care. Profit chain in health care is related to customer satisfaction which in turn arises from employee satisfaction. Thus, employee needs to perform effectively such that customers are satisfied, this requires employees to have a proper understanding related to the several aspects of health services. A trainer needs to highlight points of success, points of failure encompassing examples from organizations to enable better understanding for students. So, I will always try and incorporate various examples and situations to evoke practical responses from students and to ease their understanding (Joughin, 2009).
In order to develop oneself to be an effective trainer, he or she needs to provide scope for professional development. Allowing opportunities for learning and integrate such learning into experience is important reflection of a good trainer. Students need to be provided adequate opportunities to demonstrate their assimilation of learning and skills. Hence, a trainer needs to have networking capabilities with several organizations in health care. Such networking can allow proper placement or internship opportunities for students (Craddock, 2009). Trainers having good relationship with organization can also take students for a visit to such facilities to impart student’s technical capabilities.
Another pertinent area for being an effective trainer is to undertake student assessment. While tutoring on several aspects and areas of health service, proper questions and periodic assessments needs to be provided to students so as to be able to evaluate their skills and understanding levels. I need to develop such expertise to be able to tests student’s skills and knowledge pertaining to relevant theoretical areas.
All the process will help to achieve my career aim of becoming an effective trainer. I need to pursue my goals dedicatedly and overcome the challenges faced in the field to become a sort after trainer (Carless D. S., 2011). My aims are quite high and I want to pursue them even if I experience hurdle, I will try and overcome with proper planning and persistence of mind.
Conclusion
Developing oneself to become an effective trainer is a multi-dimensional role often difficult to achieve. With a variety of diversified approach it is possible to become an effective trainer and demonstrate good training capabilities. Reflection of learning from the course shows that it has been able to attain objectives directed at for the intended learning. The course is highly capable and complete to transform an individual into a capable leader in health services. I need to develop my communication and networking skills in which I lag, prior to entering the practical field of training in health services. By further undertaking reflective analysis I have been able to analyze and understand my self-capabilities which I need to enhance and explore to further my accomplishment to becoming an effective trainer. Though I lack certain skills but with constant perseverance and determination I will be able to establish myself as a capable trainer.
References
Anderson, I. C.-P. (2006). Indigenous health in Australia, New Zealand, and the Pacific. . The Lancet, 367(9524), 1775-1785.
Andrade, H. &. (2007). Student responses to criteria?referenced self?assessment. . Assessment & evaluation in higher education, 32(2), 159-181.
Boud, D. &. (2006). Aligning assessment with long?term learning. . Assessment & Evaluation in Higher Education, 31(4), 399-413.
Carless, D. (2007). Learning?oriented assessment: conceptual bases and practical implications. . Innovations in Education and Teaching International, 44(1), 57-66.
Carless, D. S. (2011). Developing sustainable feedback practices. . Studies in Higher Education, 36(4), 395-407.
Craddock, D. &. (2009). Assessment options in higher education. . Assessment & Evaluation in Higher Education, 34(2), 127-140.
Jones, R. W. (2006). Problem-based learning: description, advantages, disadvantages, scenarios and facilitation. . Anaesthesia and intensive care, 34(4), 485.
Joughin, G. (2009). Assessment, learning and judgement in higher education: A critical review. In Assessment, learning and judgement in higher education. Springer Netherlands.
Macky, K. &. (2008). High-involvement work processes, work intensification and employee well-being: A study of New Zealand worker experiences. . Asia Pacific Journal of Human Resourcea, 46(1), 38-55.
Manley, K. M. (2008). International practice development in nursing and healthcare.
Noe, R. A. (2010). Employee training and development. McGraw-Hill/Irwin.
Nolte, E. &. (2008). Measuring the health of nations: updating an earlier analysis. . Health affairs, 27(1), 58-71.
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