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Module 8 Employee Evaluation! A Key Part of management is grading the scale of the quality of work. The reason being is to measure productivity as well as understanding of professional position. I choose to show a example of the different skills measured because these will be the skills I will have to evaluate in the future.

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Employee Evaluation Form PDF | Employee Evaluation Form - 17+ Download Free… | Employee evaluation form, Evaluation employee, Employee performance review

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Sep 10, 2016 - Employee Evaluation Form PDF | Employee Evaluation Form - 17+ Download Free…

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Module 8 Setting the standard! In a management position it is important to set the standard. In the above video outlines how critical setting the standard is! The tone of the office. Love this video lead by example!

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SET THE STANDARD - Powerful Motivational Video

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Module 7 Motivation important in management. It set the tone of the work place environment! This image expresses how important a motivational leader can enhance a business/ company

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Motivation in Leadership - knowledge-swami.com Motivation in ...

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Please click here if you are not redirected within a few seconds. Images Motivation in Leadership - knowledge-swami.com Motivation in ... knowledge-swami.com Images may be subject to copyright.

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Leadership Module 7 The different styles of leadership. The numerous traits that make leaders. This images is showing a Leader in the red standing out. Leaders lead and stand out!

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Find Leader Team Successful Team Led By stock images in HD and millions of other royalty-free stock photos, illustrations and vectors in the Shutterstock collection. Thousands of new, high-quality pictures added every day.

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Human Resources Module 6 any company should have one. Accountability is what Human Resources handles paper work, benefits, and compensation. The image displays all it includes!

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Find Human Resources Word Cloud stock images in HD and millions of other royalty-free stock photos, illustrations and vectors in the Shutterstock collection. Thousands of new, high-quality pictures added every day.

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Module 6 Compensation Management I learned the importance of this. With managing workers it is important to know the proper definition and objective of Compensation Management.

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Compensation management refers to the whole process of deciding, analyzing, channelizing, and managing the salaries, perks, incentives, and other types of benefits that employees receive.

Compensation managers are responsible for effective human capital management with an aim to attract, engage and retain employees by ensuring a broad and competitive compensation plan as per the spending plan of the company.

What is Compensation Management?

Compensation management is also otherwise known as reward management, remuneration management, salary, and wage administration.

They are all related to the implementation and construction of the total compensation package of the employees for effective human capital management to fulfill their cost of living in a constructive and motivational manner.

Compensation Management Systems are incorporated to guarantee that an organization's bonuses and salaries are significant in comparison to the competitors. They also include the compensation data and benefit programs, plus also use compensation management software to ensure that they meet the demands of the workforce.

Why Compensation Management is Important?

There is no denying the fact that the Compensation management department is an essential asset for the organization. If the bonuses, benefits, and salaries are not handled properly, it directly leads to chaos inside the organization.

Managing compensations is an HRM ( Human Resource Management) function related to all the rewards and incentives that an employee receives during his tenure inside an organization.

These incentives are earned after the completion of all the organizational tasks that are assigned to the employees. Compensation's managers are all responsible for the employment data.

They also have the job of looking towards the complex regulation and rules. Compensation management has a direct correlation to employee retention. A compensations manager is responsible for fulfilling the cost of living of the employees and making sure that they are happy with their day to day lives.

All the organizations always look to reduce the employee attrition rates as hiring a new employee means additional cost for the organization.

Because of all such reasons, hr leaders like to have compensation data to optimize employee compensation, so they can motivate their workforce and ultimately optimize employee performance, employee engagement, and retention.

11 Objectives of Compensation Management Systems

The various objectives of management compensation are as follows:

1. Compensation consistency

There should be internal and external consistency in compensation. Internal compensation involves a payment based on the job role of the employees. External compensation means higher compensation and benefits is related to the best performing employees.

2. Additional administrative efficiency

All the salaries and wages need to be managed effectively, making sure that there is the optimal use of HRIS.

3. Adherence to all the laws

A well-balanced salary and wage structure take into consideration all the legal compliances of the organization. They make sure that the employers adhere to all the legalities involved in handing out the compensation.

4. Rewards induced behavior

The payment structure of the organization should motivate induced behaviors of the employees. In this way, employers can cultivate a good work ethic and attitude among the employees. This method is proven to increase the output of the employees.

5. Current employee retention

If the compensation of the organization is not up to the mark, then employees are bound to quit the job. This equals a high turnover rate of employees in the organization that is not at all ideal. To retain employees, the compensation has to be competitive and at least on par with the industry standards.

6. To be sufficient

The compensation package of the employee must be satisfactory at all levels. This means that a low job profile employee must never be overlooked to please a high job profile.

7. Personnel motivation

The compensation package is directly in proportion to motivating the employees for higher productivity. Employees also demand praise, status, acceptance, recognition, and promotion.

8. Better understanding

The compensation package should be designed in a manner that the employees understand easily. There is no point in making a complicated compensation package as employees might end up feeling anxious.

9. Costs control

A well-constructed compensation plan helps the organization to control costs as the organization has to spend less on hiring new employees.

10. Equity maintenance

The worth of the job should be in direct relation to the internal equity of the job. External equity refers to the compensation of other organizations in the job market.

11. Hire qualified employees

The compensation of the job must be high enough to attract high profile applicants to the organization. This is the primary reason the compensation package needs to be designed precisely.

Types of Compensation

There are three significant types of compensation for an employee that should be an integral part of efficient Compensation Management Systems-

1. Indirect compensation

All the non-monetary benefits given to the employees fall under this category. Moving expenses, health insurance, paid leave, childcare, and retirement programs all fall under this compensation category.

2. Non-monetary compensation

All the intangible values that an employee receives from his employer falls under this category. Career advancement, career development opportunities, recognition in the organization, good working condition all come under the non-monetary compensation category of compensation.

3. Direct compensation

The basic salary and the health benefits that an employee receives from his employer in exchange for his efforts are part of the direct compensation. The basic salary can include performance-based pay or annual salary or hourly pay. The money received can be in the way of commission, wages, bonuses, and salaries. They also include payment for holidays, medical benefits, city allowance, house rent allowances, provident funds, and conveyance.

Compensation Management Software

A useful Compensation Management Software helps the HR manager keep track of employee salary budgets and job role-specific salary information.

These software solutions provide the HRM with a 360-degree view of the employee data that are required during the staffing decisions of the organization.

The software also gauges if the employees' compensation is following the legal laws and regulations of the country's different HR acts. Data access is another prominent feature that this software provides.

The source of data must be big enough to prove the importance of the statistics. This also proves the consistency of data and ensures that the numbers are not just randomly generated.

List of some of the best Compensation Management Software-

1. UKG Pro (formerly Ultimate Software UltiPro)

2. Ceridian Dayforce HCM

3. Beqom Total Compensation Management

4. CURO Compensation Management

5. CompTrak

6. Salary.com's CompAnalyst

7. FairPay Pro

8. Workday HCM

9. PayScale Insight Lab

10. beqom Total Compensation

11. Harvest HCM Compensation Management Software

12. Vue Producer Compensation

13. eeCompensation

Features of Compensation Management Software

Some of the notable features of the aforementioned compensation management software are-

Salary & commission tracking

Budgeting, forecasting, and approval workflow

Performance metrics, long-term planning, benefits deferral

Executive compensation

Import of updated real-world salary and comp data

Market pricing analytics, compensation research

Job description authoring guidance (e.g. competence, salary)

Salary review and policy/guideline compliance control

Competence and job matching

Flight risk analysis

Custom dashboards and report analytics

Compensation Management Jobs

The Human Resource department of an organization is responsible for Compensation management.

Under the Human Resource department, those HRs are specifically hired to manage the payroll of the employees. These specific HRs have Compensation management jobs, and their primary lookout is the compensation plan for the organization's employees.

The Compensation management job is a crucial aspect of the smooth running of an organization.

An underperforming organization can boost its employee's performance by Indirect compensation, Non-monetary compensation, and Direct compensation.

This helps to reduce the employee attrition rate and enhance the satisfaction levels of employees within the organization.

The duties and responsibilities of compensation managers or HR managers responsible for designing compensation packages and employee salaries include-

Developing and evolving pay scale and structure of an organization

Determining competitive wage rates and change as necessary

Making sure that the company's pay scale complies with varying state/federal laws and regulations

Managing and overseeing the distribution of pay to employees

Coordinating with managers to help develop promotion and retention strategies

Creating a department budget and keeping operations within that budget

Managing compensation and payroll support team

Compensation Management Jobs Salary

According to the market analysis and compensation data, managers who are responsible for employee compensation management also make good remunerations for themselves.

Though the salary of compensation management executives and managers vary as per their experience, location, and employer, generally they make-

Median Annual Salary: $121,010

Top 10% Annual Salary: $205,470

Bottom 10% Annual Salary: $70,560

Here is a video by Marketing91 on Compensation Management.

Compensation Management Jobs Skills & Competencies

For getting the best-suited compensation manager jobs, it is important to remain competitive and acquire below given key skills-

1. Analytical Skills

For effective management of compensation, managers need to have the skills of collecting, weighing, and analyzing market data to find out the best compensation plan for the organization.

2. Communication skills

Compensation management jobs also want executives and managers to be able to effectively talk and write about the payment strategy and related concerns.

3. Mathematical skills

Compensation calculation needs a good knowledge of math and statistics.

Compensations' management is needed in almost every industry to ensure pay equity and remain competitive as per the market data.
Summing Up!
HR managers are also responsible to design good compensation packages while deciding employee salaries.

Its role is often seen as pivotal to ensure employee retention in business.

How significant do you consider a compensation management system for ensuring pay equity, profit sharing, and good performance?

Liked this post? Check out these detailed articles on Topic of Human Resources

Alternatively, check out the Marketing91 Academy, which provides you access to 10+ marketing courses and 100s of Case studies.

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Compensation Management - Definition, Importance, Objectives, Types and Softwares

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Compensation management refers to the whole process of deciding, analyzing, channelizing, and managing the salaries, perks, incentives, and other types of benefits that employees receive. Compensation managers are responsible for effective human capital management with an aim to attract, engage and retain employees by ensuring a broad and competitive compensation plan as per the spending plan of the company.

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The Geography Structure of a business plays a major factor in management. In the above you tube video you will see the ins and outs of what happen during Covid pandemic. How the location of different hospital received different amount of money and help based on the location.

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The Healthcare Divide (full documentary) | FRONTLINE

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What is employee empowerment: Ideas and workplace autonomy survey questions to help you empower your employees better

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As a leader, it is essential that you make your employees feel empowered to make them feel valued and to increase their loyalty and productivity. Read our article where we have curated the best practices and survey questions to create an empowered workforce that could increase your e-NPS.

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Module 4 covers strategic planning I selected the above you tube because of my interest in the Health care administration I thought what a perfect video to break down planning for Hospitals and healthcare systems.

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Strategic Planning for Hospitals and Healthcare Systems

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In Module 4 we learned the importance of mission statement for businesses/ companies. The mission statement represents what a company stands for. When being in management it is important to have a mission statement to let the company know where you stand. https://www.ebaqdesign.com/blog/vision-statements

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Module 3 really had me thinking how is it globally in the health care world when it comes to diversity culturally. Since the health care industry is growing this article really brought to face some issues happening in other countries when it comes to cultural which was covered in Module3.

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GLOBALIZATION OF HEALTH CARE SIMULATION

Globalization, resulting from advances in transportation, communication, and information technology, has specifically affected the Asian health care education system. For example, since the health care education reform movement in Korea began 15 years ago, several factors have led to the growth and use of immersive and simulation-based learning (SBL). Schools reformed curricula to aim for more immersive and experiential learning, and the national examination authorities integrated simulation-enhanced clinical skills evaluations into their licensing process. As a result, health sciences education schools started focusing on the development of clinical skills laboratories and dedicated more clinical clerkship time for students to prepare for licensing examination. These reforms were triggered by the increasing numbers of health sciences education schools and the recognition by the Korean government that it was critical to prepare highly educated professionals for an increasingly knowledge-based society and competitive global markets.

Similar health care education reforms have occurred in other Asian countries. This is evident by the recent Asia-Pacific Meeting on Simulation in Healthcare held in Hong Kong. This meeting attracted 501 attendees from 27 nations. Some of the countries are now establishing formal academic societies to build momentum for the further integration of SBL in health care education. Once these infrastructures are in place, leaders will be challenged to develop faculty for the most effective use of SBL. One of the challenges that could be encountered is cultural differences, as has been discussed extensively in the aviation domain. Our hope with this article is to raise awareness of the cultural differences and stimulate work to make progress in this regard.

DEFINITION OF CULTURE

Although culture can be defined in many ways, one particularly useful conceptual framework is that proposed by Hofstede et al, who examined culture under the rubric of symbols, heroes, rituals, and values. Symbols are words, gestures, pictures, or objects that carry a particular meaning that are recognized by those who share the culture. Heroes are persons who possess characteristics that serve as models for behavior. Rituals are collective activities that are technically unnecessary to the achievement of desired ends but that within a culture are considered socially essential. Values are broad tendencies to prefer certain states of affairs over others and as such represent core elements of culture. Culture may impact all aspects of SBL. The debriefing phase during a simulation session is likely to be an interesting indicator for culture because it is a collective activity aimed at reflection and partly changing of values.

Some challenges of the process of promoting learning outcomes could depend on the following examples:

What are the target learning group professions (eg, physicians vs. nurses vs. midwives vs. other allied health professions), disciplines (eg, anesthesia, dentistry), or stage of career (eg, beginning students, senior students, postgraduate professionals with various degrees of experience)?

What is the learning or outcome objective of the program (eg, technical-medical skills vs. nontechnical, human factors-oriented aspects)?

On which underlying "learning assumptions" is the simulation activity built (eg, drill and practice of procedures vs. insightful change of attitudes)?

Or what are the written and unwritten rules, interacting with each other, the mannequin and the equipment that are enforced during SBL (eg, do all that is possible not to leave marks on the simulator as expensive piece of equipment vs. using it hands-on risking that it looks and smells used)?

Again, values might be seen as the heart of a culture. For this reason, we focus our discussion around debriefing.

SIGNIFICANCE OF DEBRIEFING FOR LEARNING

Simulation-based learning can provide learners with a structured experiential component followed by reflection on the experience, thus facilitating changes in the learners' knowledge, skills, and attitudes in practice. Debriefing plays a critical role in facilitated reflection on simulation after the experiential component of SBL. The importance of its role in SBL is described in 2 systematic reviews, and descriptions of the role, practice, and theory of debriefing are presented in previous reviews. Several studies have described the debriefing process as beneficial for learning:

Anesthesia residents' nontechnical skills failed to improve if they were not debriefed.

A multimodal training method comprised of audiovisual feedback and immediate debriefing improved cardiopulmonary resuscitation (CPR) performance.

A debriefing intervention using CPR quality data from actual in-hospital cardiac arrests improved CPR performance and initial patient survival.

To ensure a successful debriefing process and learning experience, participants need to be able to share their experiences in a frank, open, and honest manner. Recent studies on debriefing emphasize the creation of a psychologically safe learning environment as an absolute prerequisite for effective debriefing and have offered suggestions on how to create an environment in which trainees feel psychologically safe to engage in reflective learning. Instructors can create this safe learning environment by avoiding emphasis on errors and mistakes, ensuring that the errors are not ridiculed, or giving compliments before and after a criticism.

All studies of debriefing cited stem from Western cultures and may thus generalize only partly to other cultures. Many of the approaches may be more difficult for trainees who come from cultures where the motivation to defer to authority outweighs the choice to disclose views that may seem to contradict those of the instructor. What is seen as good communication in a Western culture might be different from what is seen as good communication in a non-Western culture. Moreover, the way to communicate about communication is likely very different.

CULTURAL DIVERSITY IN LEARNING

To better understand the effects that cultural differences between non-Western and Western societies can have on learning, we examine a case from the aviation industry. A Korean airliner crash in the late 1990s stimulated the airline industry to acknowledge the importance of cultural legacy in developing training programs that would contribute to a decline in airliner accidents. The accident was primarily attributed to mitigated speech (an attempt to downplay the meaning of what is being said) and other factors, such as minor technical malfunction, bad weather, and a tired pilot. Mitigated speech refers to a situation where you (according to cultural rules) need to be polite, where you are ashamed, or where you are deferring to authority. In the Korean airline case, the pilot tried to convey the urgency of the situation to the control tower in his own urgent manner, the "polite" way, but the manner of speech, such as the tone, language, and expression, was not conveyed as urgent to the personnel in the control tower.

Further exploration of the Korean culture reveals that its language has 6 different levels of conversation, depending on who is being addressed. Like many other Asian countries, Korea is "receiver oriented," meaning that the listener is responsible to make sense of what is being said. This is contrary to Western communication, where it is the responsibility of the speaker to communicate ideas clearly and unambiguously. The crash occurred because the Korean pilots were not assertive and clear about the dangers, and the Western controller did not acknowledge or understand the cultural characteristics of "mitigated speech." The Korean pilots were too "courteous" to the controller and did not convey the urgency of their message clearly.

The airline addressed the problem by acknowledging that cultural legacies mattered and accepting that when it came to airline safety, Korean pilots needed to accept changes although it went against their culture. The acceptance of such changes does not happen in a single training or experience. It is important for people with experience of the local culture to develop solutions that will be most effective for that culture. An outside consultant from a Western airline was able to find solutions that contributed to a decline in airline accidents in Korea, by learning and studying its culture and acknowledging its cultural legacy, before implementing any training programs that specifically addressed the challenges.

Like the example from the Western airline consultant, understanding the values of the pilot was important in adapting a new paradigm into another culture. This also applies in SBL. For participants to engage in the reflective learning process of debriefing, facilitators need to understand the individual's frame of mind, sometimes also called mental model. Frames contain the norms, values, and beliefs that a person holds regarding all aspects of their life and work. Those frames also contain cultural elements, which one might think of as a filter influencing how individuals perceive and interpret events and interactions. The framing concept can be used to investigate significant characteristics between non-Western and Western cultures that manifest themselves in substantially different teaching and learning practices. Although studies have demonstrated effective implementation of Western style training in a non-Western setting, challenges also arise from sociocultural discrepancies. Small group learning that encourages active participation can be limited:

When non-Western students are more passive in a small group tutorial settings.

When teaching at the elementary and high school levels is influenced by preparing students for the national entrance examination, which emphasizes memorization over critical thinking. In this system, students usually do not have the habit and courage to challenge authorities.

When teaching Korean registered nurses who are accustomed to a style where students are expected to be relatively passive in their interaction with the teacher. Fear of incorrectly answering questions often causes their reluctance to participate.

This is also observed in a nursing study by Melby et al, where Western educators in Eastern Asia had difficulties in their experiences. The instructors found it difficult to reach out and understand the students by the usual methods of teaching and evaluation in the teacher's role with which they were familiar.

These cultural differences are also being experienced in SBL throughout Asia. From the author's (H.S.C.) experience and from discussions with other colleagues from Japan, Taiwan, and Singapore, there seems to be an unexpected gap between facilitator and learner expectations of the simulation activity. Although facilitator-led debriefing is common throughout the world, in Asia it is very difficult to get learners involved in debriefing discussions. This tends to make the facilitator provide answers and solutions to the learners, rather than participants actively participating and reflecting during learning. The challenges experienced during debriefing are even more pronounced when there are multidisciplinary or multigenerational groups of learners. Nurses tend to speak less than physicians, and junior providers are more passive than their more senior counterparts. When trying to address this issue, it is important to acknowledge special challenges when people from different cultures interact.

Why does this difference in debriefing styles occur? Is it because of individual personality, or is it professional culture developed from working? These differences cannot be explained solely by an individual's distinct personality or professional culture. Rather, there are tendencies and assumptions passed down by the history of the individual's community, and these influence the cultural traits of that person.

Hofstede analyzed cultures and derived four dimensions of a national culture ( Table 1). In "high power distance" country (a measure of interpersonal power or influence between superior and subordinate, as perceived by the subordinate such as Korea), subordinates are unlikely to approach or question their superiors directly. This is a challenge for a debriefing style that relies on free interaction between people. Furthermore, countries with high "power distance" often are also "high collectivism" (a trait that values the motivation to avoid disgracing the other group members with one's weakness or failure), and this makes debriefing even more difficult. Therefore, in a group session, it is difficult for team members to speak about things that went wrong during the simulation.

ADAPTING DEBRIEFING TO CULTURE

Based on the Hofstede analysis, we can hypothesize different debriefing patterns to be functional throughout the world ( Table 2). These assumptions could serve as a starting point when conducting simulation-based research on debriefing in different cultures. Simulation-based learning will likely have the best effect when it is able to connect to local traditions and culture-otherwise, it might remain a foreign element. Therefore, simulation activities, especially debriefing, should consider cultural differences and can be adapted to the different contexts.

Similar experience is noted from a problem-based learning (PBL) environment. The delivery of instruction in PBL involves active participation and engagement between the teachers and learners in an open communication style. Consequently, this may pose an apparent serious conflict with Asian communication styles generally dominated by "mitigated speech." An article by Gwee describes the difficulties in implementing PBL into an Asian culture curriculum. Although cultural barriers do exist, creating a conductive and supportive learning environment for students can overcome these-the elements of such environments, however, may differ between the different parts of the world. Gwee concludes that Asian medical educators need to have a clear understanding of the PBL process, philosophy, and practice to optimize the educational outcomes that can be derived from a PBL curriculum-so that here, more metacommunicative elements might be needed to make PBL work. Based on previous experiences from the aviation industry and PBL, we can explore how cultural differences affect SBL and debriefing.

There is no doubt that students in Korea feel satisfied and enjoy learning with simulation methods, but in many Asian countries, a silent participant would not be considered "difficult," but just "following the rules" and being a "good student," whereas the "silent participant" is a classic "problem" during faculty development in Western countries. How can we teach Korean junior clinicians to speak up more in front of senior clinicians during debriefing? Should we aim to do so? What impact would such a change have for the persons involved, who work in a context that supports the "silent," not the "talker." How can we start changing culture? From bottom up, by having more and more participants change actions and request changes, or do we need to start top down and convince the leaders first? How can we combine both approaches? At the present, there are no definitive answers to these questions, but they need to be investigated with research programs about culturally sensitive debriefing. We need to consider culture-sensitive interpretations of SBL, so that we do not unintentionally lose valuable aspects of the local culture that will lead to more meaningful and sustained SBL by introducing Western style debriefings everywhere.

HOSTEDE'S THEORY AS ADAPTATION AID

The concept of four manifestations of culture, namely, symbols, heroes, rituals and values, may provide a framework to better understand this phenomenon. Except for values, the manifestations are visible to the outside observer, meaning that some adjustments can be made to find a balance between contrasting cultural styles. If we apply the 3 visible manifestations to SBL,

Symbols could represent the terminology we use in simulation. Most of simulation terminology is derived from English. There is still confusion about translation and usage of the words. A first step is to localize the translation of terms that would be more relevant to the user's culture.

Heroes relate to the teacher's role, and they need to investigate and find the best method for delivering SBL to students that is culturally balanced for the respective culture. One method to achieve this is to identify more opportunities to network and collaborate in multinational, multicultural research and projects.

The ritual can be represented as methods of debriefing. The practice of debriefing will need to start with acknowledging and understanding the participants' cultural background. Instructors need to clearly understand how a debriefing process can be integrated into varying cultural contexts, philosophies, and practices to be able to optimize the educational outcomes that can be derived from reflective learning.

By trying to adjust the 3 visible manifestations of culture, we might be able to find a possible solution for balancing the most inner core of a culture, which is the value of learning. Culture-sensitive faculty could thus create learning opportunities that allow to reflect on norms, values, beliefs, and actions to the extent that does not scare learners away.

DIRECTIONS FOR FUTURE RESEARCH

A recent article summarizes the process in developing research that addresses learner characteristics in achieving effective SBL. One could ask, for example the following:

"Are there differences in learning motivation between 2 different cultures?"

"What motivates Asian students to be active in SBL?"

"What are the characteristics that distinguish Asian students from Western students, and are these domains specific or generalizable within the culture?"

"What are the elements of a safe learning environment in different cultures?"

With regard to debriefing, we should try to find answers to research questions, such as the following:

"What debriefing characteristics are most relevant to a particular group of learners with a specific cultural background?"

"How do different methods of debriefing affect different cultures in SBL?"

"What aspects of culture are 'safety neutral,' and what aspects may actually have effects (positive and negative) on patient safety and patient care?"

"How do cultural differences impact faculty development in the different parts of the world?"

"How can participants with different cultural backgrounds be best prepared for simulation activities?"

Although these are very challenging questions, we need to start finding the answers through multinational and multicultural research projects. In that way, SBL could truly benefit the global world we live in. Every simulation session conducted can thus become a piece in the puzzle, not only when the individual change is emphasized but also if faculty and learners commonly also reflect about national, professional, or departmental culture.

CONCLUSIONS

Simulation-based learning in health care has become a global standard of learning. Through this article, the authors tried to describe the importance of cultural diversity in learning and how we should consider the cultural values of the learners before implementing any structured programs. Thus, we hope that we have raised the awareness of cultural differences and stimulate work to make progress in this domain.

REFERENCES

3. Chung VC, Law MP, Wong SY, Mercer SW, Griffiths SM. Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective. BMC Med Educ 2009; 9: 10.

4. APMSH 2011 (Past Conference). Available at: http://ssih.org/events/apmsh-2011. Accessed November 1, 2011.

5. Korean Society for Simulation in Healthcare. Available at: http://www.kossh.or.kr/english. Accessed December 1, 2011.

6. Japan Society for Instructional Systems in Healthcare. Available at: http://www.asas.or.jp/jsish. Accessed December 1, 2011.

7. Helmreich RL, Merritt AC. Culture at Work in Aviation and Medicine: National, Organizational and Professional Influences. London, England: Ashgate Publishing Limited; 1998.

9. Hofstede G. Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Thousand Oaks, CA: Sage Publications; 2001.

11. Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc 2007; 2: 115-125.

14. Dieckmann P, Molin Friis S, Lippert A, Ostergaard D. The art and science of debriefing in simulation: ideal and practice. Med Teach 2009; 31: e287-e294.

18. Pearson M, Smith D. Debriefing in experience-based learning. Simul/Games Learn 1986; 16: 155-172.

20. Arora S, Ahmed M, Paige J, et al. Objective structured assessment of debriefing: bringing science to the art of debriefing in surgery. Ann Surg 2012; 256: 982-988.

21. Rudolph JW, Simon R, Dufresne RL, Raemer DB. There's no such thing as "nonjudgmental" debriefing: a theory and method for debriefing with good judgment. Simul Healthc 2006; 1: 49-55.

29. Nisbett RE, Cohen D. Culture Of Honor: The Psychology of Violence in the South. Colorado: Westview Press; 1996.

31. Kim YM, Lee WJ, Kang MI, Kim S, Park JH, Park JE. Comparison of medical student responses and course achievement according to different types of patient simulations in an introductory Advanced Life Support Course. Korean J Med Educ 2009; 21: 353-363.

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It Is Time to Consider Cultural Differences in Debriefing : Simulation in Healthcare

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ltures have significant characteristics that manifest themselves in teaching and learning practices substantially different from Western cultures. We need to consider how to balance standardization in debriefing with a culture-sensitive interpretation of simulation-based learning so that learners receive the maximum benefit from debriefing sessions.

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Module 3 we discussed Globalization. The Health Care industry is constantly growing industry. I choose this imagine to represent just that.

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Module 2 went over Corporate Responsibility. It is every company business on how they can help the earth and surrounding area. It is critical to any business expresses your company morals.

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Business Ethics are extremely important when it comes to decision makers in the health care field. Module 2 broke down the importance in any company!

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PDF) The ethics of managing health services: Why does it matter?

www.researchgate.net

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In Module 1 we learned the different levels of Management and the Hierarchy. As a future manager its so important to know!

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The Management Hierarchy: A Look Into the Different Levels of Management

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My goal is to work in Health Care Administration. In Module 1 we learned about different types of management roles in my future management position. 

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https://www.elearners.com/online-degrees/business/healthcare-administration-management/what-is-healthcare-administration-management/