Order ID | 53563633773 |
Type | Essay |
Writer Level | Masters |
Style | APA |
Sources/References | 4 |
Perfect Number of Pages to Order | 5-10 Pages |
HIMS 655 Performance Expectations and Controls Discussion
Hi, please, contribute/comment to peer discussions in 75 words or more with credible references in APA style.
Peer 1: Section I: Establish performance expectations. Identify and state at least one expectation of performance you have selected.
By the end of April 2023, I will have $ 5,000 in my savings account. The three main reasons for this performance expectation are as follows: 1) It will serve as my emergency fund for life’s uncertainties; 2) It will serve as my financial safety net; and 3) It will provide me with peace of mind knowing that I have something in the bank.
Section II: Establish controls on performance. Describe what controls or methods for monitoring performance you could use (or use) to gather data on your performance relative to that expectation.
Section III: Type(s) of controls. Classify each control as a “preventative” or “feedback” control.
The four controls I established in Section II are intended to prevent wasteful spending and allow me to save $100.00 per week. These safeguards are categorized as preventative. They are tasks that I must complete in order to save money each week.
Section IV: Develop an action plan. If your performance exceeded your expectation, what would you do? In contrast, if your performance was less than your expectation, what would you do?
A weekly deposit of $100.00 into my savings account serves as the feedback control. It’s a metric for determining whether or not my actions/activities were successful in meeting my weekly savings goal. I’ll know if I’m on track if I consistently track my weekly savings, and if I fall behind, I’ll understand what wasn’t working and make changes or improvements to my saving initiative.
Expectations are complex cognitive phenomena that frequently serve to guide decision making and, eventually, behavior. Expectations can be thought of as “if X then Y” conditionals in their most basic form (Seligman et al., 2013).
Reference
Seligman, M. E., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science,8(2), 119-141.
Peer 2: Establish performance expectations
The performance expectation of this professional goal is to pass the Registered Health Information Administrator (RHIA) National Certification Examination. The examination is taken online and is timed for a maximum of 4-hours to complete. In order to pass the examination, at least 300 is required as the examination is scored between 100 to 400. The examination is graded based on standard-setting governed by a panel of stakeholders and subject matter experts (SMEs) (About the exams, n.d).
Establish controls on performance
Performance controls “are established for the purpose of identifying undesirable circumstances…that could lead to an undesirable outcome” and to include appropriate interventions as needed in the performance process evaluation (Oachs & Watters, 2020, p. 776). The characteristics of effective performance controls include the following:
Flexibility refers to the fact that controls must be adaptable to real changes in the requirements of a process.
Timeliness suggests that controls should be implemented to detect potential variances within a time frame that allows for corrective action before any adverse effect has occurred. For example, RHIA exams prerequisite is to graduate in HIM
Focus on exceptions demands that controls be targeted at those aspects of a process that are most likely to vary significantly from expectations.
Types of control
There are two general types of controls—preventive (self-correcting) and feedback (non-self-correcting).
Preventive controls are front-end processes that guide work in such a way that input and process variations are minimized. Simple things such as before you take the RHIA exams you must know what topics has to be covered, and full grapes on these topics, you must take practice test as many times as possible to understand what actually has to be asked during actual exam.
Feedback controls are back-end processes that monitor and measure output and then compare it to expectations and identify variations that then must be analyzed so corrective action plans can be developed and implemented.
Some may be self-regulating (such as thermostatic systems), but most are non-self-regulating, meaning that they require intervention by an oversight agent (a supervisor, manager, or auditor) to identify the variance and take action to correct it. A customer survey or routine performance reviews are examples of this type of control. Supervisors can give the feedback that how much you are prepared to take the exam.
Develop an action plan. If your performance exceeded your expectation, what would you do? In contrast, if your performance was less than your expectation, what would you do?
In both circumstances just study, study, and study. Purchase the “Registered Health Information Administrator (RHIA) Exam Preparation” review guide by Patricia Shaw, et al.
The guide should come with a CD containing practice exams you can score yourself, extra practice questions, answers with cited explanations and even electronic flashcards (see Resources). Go over other educational books that will prepare you for the RHIA exam, such as “Health Information Management: Concepts, Principles and Practices” by K. LaTour, et al. Also, consider studying “Fundamentals of Law for Health Informatics and Health Information Management” by Melanie Brodnik, et al. (see Resources).
Contact the RHIA to find out more information about its practice exam, which is available on its website (see Resources). Be prepared to answer 100 questions in all of the RHIA exam’s six domain areas, for a fee. Secure a computer with high-speed Internet to complete the exam online and receive a score report that breaks down your success in each of the test’s six content areas. Spend most of your study time going over developing plans for health information management at a facility, performing human resources tasks, managing budgets, leading meetings and preparing for accreditation. These concepts make up 30 percent of the exam—a majority of the test. Go over the exam’s other domain concepts, which include making sure health data is accurate and ensuring coding is in compliance with established regulations. Also, study the maintenance of industry databases and the proper steps to fixing healthcare security problems. (King, n.d.)
References
King, Y. (n.d.). How to Pass the RHIA Exam. The classroom. Retrieved March 25, 2022, from https://www.theclassroom.com/pass-rhia-exam-8668902.html
Oachs, P. K., & Watters, A. L. (2020). Work Design and Process Improvement. Health information management: Concepts, principles and practice (6th Ed.). pp. 776-777. AHIMA.
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