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Management > Final Terms > Flashcards

Final Terms Flashcards

1
Q

management technique that examines the variables involved in determining the effectiveness of planning and implementing a change management strategy.

Critical appraisal

Contingent rewards

Force-field analysis

Cross-functional teams

A

Force-field analysis

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2
Q

papers, reports, and other documents from government, the academy, business, and industry that are not controlled by commercial publishers but are a valid form of evidence. Examples include progress reports, technical briefs, market research reports, conference proceedings, theses and dissertations, and commercial documentation (The New York Academy of Medicine, n.d.).

Levels of evidence:

Political skills:

Grey literature:

Contingent rewards

A

Grey literature:

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3
Q

teams composed of persons from several vertical levels of the organization who perform specific organizational functions such as finance, marketing, community outreach, or human resources.

Cross-functional teams

Interdisciplinary teams:

Functional work teams

Process flow diagrams

A

Functional work teams

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4
Q

principles or rules intended to express the particular values of a group of providers and that serve as guidelines for professional behavior.

Analytical skills

Professional ethics

Personal power

Transactional change

A

Professional ethics

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5
Q

a theory of communication focused on the study of regulation and control in systems.

Narratives

Leadership

Supervision

Cybernetics

A

Cybernetics

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6
Q

defined as successfully performing a behavior or task as measured according to a specific criterion.

Competency (noun)

Contingent rewards

Competent (adjective)

Service competency:

A

Competent (adjective)

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7
Q

stories; in communication studies, the examination of stories as a method to communicate information is common, including research in occupational therapy.

Narratives

Leadership

Portfolios

Mindfulness

A

Narratives

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8
Q

indicate the relative strength of a form of evidence such as randomized control trials, nonrandomized studies, qualitative studies, or case examples, as well as other types of data, information, and evidence.

Professional development

Levels of evidence:

Evidence-based management

Focus of intervention:

A

Levels of evidence:

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9
Q

behaviors that we choose to perform or avoid in the course of our daily lives that have a positive or negative effect on our health.

Problem setting

Political skills:

Certification

Health behaviors:

A

Health behaviors:

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10
Q

an understanding of the real and imagined fears, desires, and consequences of action as perceived by others in the organization and environments in which you interact.

Functional work teams

Problem setting

Political skills:

Health behaviors:

A

Political skills:

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11
Q

in Transactional Leadership Theory, occurs whenever the leader promises rewards and benefits to subordinates for their fulfillment of agreements and their contributions to goal achievement.

Portfolios

Personal power

Transaction

Proxemics

A

Transaction

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12
Q

collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common goal.

Community of practice

Competence (noun)

Management

Groups

A

Groups

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13
Q

competencies that require complex critical reasoning based upon prior clinical experience, which entry-level practitioners are not expected to be able to demonstrate.

Critical appraisal

Interprofessional professionalism:

Process flow diagrams

Advanced practice competencies

A

Advanced practice competencies

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14
Q

delegates projects to stimulate the learning and growth of employees, coaches and teaches employees, and treats each employee with respect.

Interprofessional education

Transactional change

Evidence-based practice (EBP):

Individualized consideration

A

Individualized consideration

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15
Q

skills involved with motivating others in ways that show respect and recognize their efforts and contributions.

Problem setting

Certification

Paralinguistics

People skills

A

People skills

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16
Q

group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.

Management

Community of practice

Restraining forces

Change agent

A

Community of practice

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17
Q

forces that are working against change and work to maintain the status quo.

Shared practice

Management

Change agent

Restraining forces

A

Restraining forces

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18
Q

approach that focuses on the core values, competencies, and norms that multiple professions have identified as critical to the delivery of effective collaborative care.

Mindfulness

Professional development

Professional ethics

Interprofessional professionalism:

A

Interprofessional professionalism:

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19
Q

teams that operate with a high level of autonomy and responsibility, although the teams are still held accountable for outcomes
and projects assigned to the teams and they are still held to common conceptions about how work is performed within the
particular organization.

Transdisciplinary teams
Professional development
Self-directed work teams
Multidisciplinary teams

A

Self-directed work teams

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20
Q

abilities that include learning to develop, coordinate, and effectively use technical systems related to information management
and general systems related to people and organizations.

Management
System skills
Competence (noun)
Restraining forces

A

System skills

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21
Q

type of management in which leaders follow work performance closely to identify mistakes and intervene or give directions to correct actions during the work process (active management by exception) or may wait until work is completed and provide an
employee with a negative evaluation, hoping that future performance will be improved (passive management by exception).

A

Management by exception

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22
Q

a process of creating structural change wherein the values, vision, and ethics of individuals are integrated into the culture of a
community as a means of achieving sustainable change.

Narratives
Job descriptions
Leadership
Competencies:

A

Leadership

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23
Q

defined as the number of immediate subordinates who report to any one supervisor.

Span of control:
Resistance to change
Analytical skills
Job descriptions

A

Span of control:

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24
Q

strategic planning, human resources, marketing, and budgeting abilities that involve solving a problem and identifying,
evaluating, and implementing potential solutions.

Analytical skills
Narratives
Business skills
Personal power

A

Business skills

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25
Q

rewards and recognition exchanged for accomplishment of assigned work duties or reaching organizational objectives.

Force-field analysis
Contingent rewards
Political skills:
Span of control:

A

Contingent rewards

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26
Q

competencies that relate to abilities that are not expected to be reflected in the entry-level practice of all professionals but
that do not require advanced clinical judgment, prior experience, or complex clinical reasoning in order to demonstrate
competence.

Critical appraisal matrix
Specialized practice competencies
Transtheoretical model of change
Self-directed work teams

A

Specialized practice competencies

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27
Q

visual representations of work processes that identify the boundaries of a work process, the major stakeholders of the process,
and the steps to complete the process.

Process flow diagrams
Professional development
Political skills:
Cross-functional teams

A

Process flow diagrams

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28
Q

approaching communication in a thoughtful and conscious manner in each interaction and avoiding the appearance that
communication and leader behavior have become routine.

Competencies:
Interprofessional professionalism:
Mindfulness
Portfolios

A

Mindfulness

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29
Q

formal recognition that an individual has proficiency within, and a comprehension of, a specified body of knowledge.

People skills
Supervision
Formal authority
Certification

A

Certification

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30
Q

a tool used to record the key characteristics, findings, strengths, and limitations of the materials that have been uncovered and
appraised during a search in a compact and manageable format.

Cross-functional teams
Critical appraisal matrix
Political skills:
Interdisciplinary teams:

A

Critical appraisal matrix

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31
Q

scope of knowledge that defines a set of issues.

Focus of intervention:
Span of control:
Domain of knowledge
Levels of evidence:

A

Domain of knowledge

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32
Q

teams composed of members from more than one discipline so that the team can offer a greater breadth of services to
patients. Team members work independently and interact formally.

Job descriptions
Multidisciplinary teams
Process flow diagrams
Service competency:

A

Multidisciplinary teams

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33
Q

type of decision in which all parties have agreed to support the plan of action fully even if it is not how they would act if they
were acting alone.

Valence
Charisma:
Consensus
People skills

A

Consensus

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34
Q

when students from two or more professions learn about, from, and with each other to enable effective collaboration and
improve health outcomes.

Individualized consideration
Supervision
Professional ethics
Interprofessional education

A

Interprofessional education

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35
Q

teams that engage in teaching and learning across disciplinary boundaries and entrust, prepare, and supervise the sharing of
disciplinary functions while retaining ultimate responsibility for services provided in their place by other team members.

Biomedical informatics:
Critical appraisal matrix
Interdisciplinary teams:
Transdisciplinary teams

A

Transdisciplinary teams

36
Q

widely used and recognized occupational therapy conceptual practice model.

Interprofessional professionalism:
Span of control:
Model of Human Occupation (MOHO):
Protected health information

A

Model of Human Occupation (MOHO):

37
Q

evolution related to organizational issues, such as mission, leadership, and organizational culture.

Transformational change
Cross-functional teams
Resistance to change
Entry-level competence

A

Transformational change

38
Q

ability to instill pride, faith, and respect in subordinates by transmitting a sense of mission that is effectively articulated.

Change management
Power
Charisma:
Narratives

A

Charisma:

39
Q

groups of people focused on completion of a shared goal who operate with a high degree of interdependence, share
authority and responsibility for self-management, are responsible for collective performance, and work toward a common goal
and shared rewards.

Narratives
Self-directed work teams
Portfolios
Teams

A

Teams

40
Q

the knowledge, critical thinking, motives, traits, characteristics, or skills to achieve a specific goal or perform job responsibilities.

Competence (noun)
Change management
Critical appraisal
Change agent

A

Competence (noun)

41
Q

teams composed of members from several disciplines working interdependently in the same setting and who coordinate work
and communicate more formally to contribute to an interdisciplinary plan of care.

Transdisciplinary teams
Focus of intervention:
Interdisciplinary teams:
Functional work teams

A

Interdisciplinary teams:

42
Q

defined as the process of teaching, training, and evaluating through which the OT determines that the OTA or other
occupational therapy personnel performs tasks in the same way that the OT would and achieves the same outcome.

Critical appraisal matrix
Focus of intervention:
Self-directed work teams
Service competency:

A

Service competency:

43
Q

related to everyday issues, such as management practices, overseeing employee satisfaction within a work unit, or job and task
assignments.

Transformational change
Professional ethics
Transdisciplinary teams
Transactional change

A

Transactional change

44
Q

explicit measures, indicators, or statements that define specific areas of knowledge, skills, and abilities related to essential
functions and assigned duties within a job or role.

Mindfulness
Portfolios
Competencies:
Leadership

A

Competencies:

45
Q

receiving feedback on performance from subordinates, peers, and supervisors or those higher in an organizational structure.

Force-field analysis
360-degree feedback
Professional ethics
Health behaviors:

A

360-degree feedback

46
Q

the level of competency expected of all entry-level practitioners to a given profession.

Entry-level competence
Resistance to change
Interdisciplinary teams:
360-degree feedback

A

Entry-level competence

47
Q

(also legitimate power) the right to issue orders or direct action by virtue of one’s formal position.

Formal authority
Certification
Span of control:
Analytical skills

A

Formal authority

48
Q

the ability to force compliance to one’s wishes through coercion despite resistance.

Supervision
Problem setting
Power
Change management

A

Power

49
Q

emerging discipline that has been defined as the study, invention, and implementation of structures and algorithms to improve
communication, understanding, and management of medical information.

Biomedical informatics:
Transdisciplinary teams
Professional development
Focus of intervention:

A

Biomedical informatics:

50
Q

behaviors that discredit, delay, or prevent the implementation of a work change.

Transformational change
Transactional change
Professional ethics
Resistance to change

A

Resistance to change

51
Q

abilities that allow you to understand the whole of something by breaking it down into its component parts and in turn allow
you to better understand the whole.

Resistance to change
Personal power
Competencies:
Analytical skills

A

Analytical skills

52
Q

includes data, information, research results, program descriptions, and the opinions of clinical experts and consumers that can
be used to guide managerial decision-making and inform the development and provision of occupational therapy and other
health-care services.

Licensure
Service competency:
Evidence
Teams

A

Evidence

53
Q

a theory of communication focused on the study of the use of metaphor in communication.

Proxemics
Dramatism
Charisma:
Leadership

A

Dramatism

54
Q

using the best available evidence and information to guide action in response to the daily questions, problems, and dilemmas
encountered when performing the management functions of planning, organizing and staffing, controlling, and directing

Individualized consideration
Evidence
Advanced practice competencies
Evidence-based management

A

Evidence-based management

55
Q

dynamic and multidimensional processes in which occupational therapy practitioners develop and maintain the knowledge,
performance skills, interpersonal abilities, critical reasoning, and ethical reasoning skills necessary to perform current and
future roles and responsibilities within the profession.

elf-directed work teams

Cross-functional teams
Interprofessional
professionalism:

Continued or continuing competence:

A

Continued or continuing competence:

56
Q

information that could lead to the identification of patients.

Advanced practice competencies
Model of Human Occupation (MOHO):
Protected health information
Transformational change

A

Protected health information

57
Q

the process of identifying and defining a practice-related problem, formulating a question consistent with this problem, and
then seeking and evaluating information that will help to answer the question and guide a clinical decision.

Evidence-based management

Critical appraisal

Evidence-based practice (EBP)

Problem setting

A

Evidence-based practice (EBP):

58
Q

a theory of communication that is focused on the impact and use of space, distance, and territory.

Proxemics
Licensure
Charisma:
People skills

A

Proxemics

59
Q

an individual, internal or external to the organization, who plays a significant role in fostering and promoting change within
organizations.

Consensus
Change agent
Competency (noun)
Charisma:

A

Change agent

60
Q

term used to refer to an occupation whose core element is work based upon the mastery of a complex body of knowledge
and skills and where members are governed by codes of ethics and profess a commitment to competence, integrity and
morality, altruism, and the promotion of the public good within their domain, allowing autonomy in practice and the privilege of
self-regulation.

Professional development
Interprofessional education
Portfolios
Profession

A

Profession

61
Q 
approval of professional practice by a regulatory body, allowing an individual to practice with authority within a specific
geographic region (e.g., state regulatory boards)..

Supervision
Evidence
Charisma:
Licensure

A

Licensure

62
Q

speaks to the degree to which a selected intervention is intended to fix an identified impairment versus helping the person
develop adaptations necessary to promote participation in desired occupations.

Multidisciplinary teams
Transdisciplinary teams
Focus of intervention:
Levels of evidence:

A

Focus of intervention:

63
Q

power that is separate from the formal authority associated with an organizational position; it is power that comes from
knowledge, personal attractiveness, or demonstration of effort.

Analytical skills
Professional ethics
Critical appraisal
Personal power

A

Personal power

64
Q

approach that may include a program of continuing competence, but also includes a focus on one’s career development in
terms of achieving excellence or achieving independent practitioner and expert role status, and in terms of assuming new,
more complex roles and responsibilities.

Personal power
Levels of evidence:
Professional development
Biomedical informatics:

A

Professional development

65
Q

an individual’s actual performance in a particular situation.

Formal authority
Span of control:
Competency (noun)
Political skills:

A

Competency (noun)

66
Q

practice that is developed by members of a community of practice to be effective in the application of their domain of
knowledge.

Health behaviors:
Shared practice
Driving forces
Management by exception

A

Shared practice

67
Q

the control and direction of the work of one or more employees in a manner that promotes improved performance and a
higher-quality outcome.

Problem setting
Certification
Supervision
Portfolios

A

Supervision

68
Q

nonverbal aspects of communication, such as tone of voice, pitch, volume, and so on.

Span of control:
Certification
Formal authority
Paralinguistics

A

Paralinguistics

69
Q

the process of judging the quality of a piece of information and determining the extent to which its design and conduct are
accurate and free from bias.

Critical appraisal
Analytical skills
Evidence-based practice (EBP):
Problem setting

A

Critical appraisal

70
Q

the process of naming the problem to be solved as specifically as possible and then implementing effective strategies to
enhancing the problem-solving process.

Job descriptions
Leadership
Problem setting
Business skills

A

Problem setting

71
Q

the process of utilizing evidence-based approaches and tools for creating and managing change.

Professional ethics
Change management
Evidence-based practice (EBP):
360-degree feedback

A

Change management

72
Q

ramework for using occupation as a therapeutic intervention.

Transactional change

Occupational Therapy Intervention Process Model

Professional ethics

Protected health information

A

Occupational Therapy Intervention Process Model

73
Q

the process of guiding an organization by planning for future work obligations, organizing employees into functional units,
directing employees in the process of completing daily work tasks, and controlling work processes and systems to assure
adequate quality of work output.

Management
Competency (noun)
Competence (noun)
Change management

A

Management

74
Q

core personnel documents that serve to codify core duties and best practice and shape employee roles within communities of
practice by communicating employee activities that will be valued.

Business skills
Political skills:
Job descriptions
Problem setting

A

Job descriptions

75
Q

collection of documents, artifacts, and evidence of learning, as well as learning activities, that serves as an assessment
instrument and learning tool for the development and documentation of competence.

People skills
Portfolios
Mindfulness
Supervision

A

Portfolios

76
Q

forces that are pushing in the direction of change.

Competence (noun)
Management
Change agent
Driving forces

A

Driving forces

77
Q

arousing followers to think in new ways and emphasizing problem-solving and the use of reason before acting.

Transformational change
Intellectual stimulation
Interprofessional education
Biomedical informatics:

A

Intellectual stimulation

78
Q

a model that has been applied to understanding how change occurs in discrete health behaviors and can be useful in
providing a general framework for considering how other change processes occur in a person’s behavior.

Transtheoretical model of change

Transdisciplinary teams

Critical appraisal matrix

Professional development

A

Transtheoretical model of change

79
Q

teams composed of persons with specific expertise and knowledge from different functional areas who work together to
achieve an assigned goal or fulfill a specific purpose for the organization.

Transactional change
Multidisciplinary teams
Critical appraisal matrix
Cross-functional teams

A

Cross-functional teams

80
Q

views communication as the process of sharing meaning through signs (a sign is anything that can stand for something else).

sociocultural tradition

semiotic tradition

phenomenological tradition

critical tradition

A

semiotic tradition

81
Q

views communication as information processing where communication is the link connecting the separate parts of any system, such as a computer system, a family system, an organizational system, or a media system.

rhetorical tradition,

critical tradition

semiotic tradition

cybernetic tradition

A

cybernetic tradition

82
Q

uses the scientific method to discover communication “truths” and cause-and-effect relationships through careful systematic observation.

semiotic tradition

phenomenological tradition

sociocultural tradition

sociopsychological tradition

A

sociopsychological tradition

83
Q

views communication as the creation and enactment of social reality based on the premise that, as people talk, they produce and reproduce culture.

semiotic tradition

sociocultural tradition

critical tradition

phenomenological tradition

A

sociocultural tradition

84
Q

views communication as the experience of self and others through dialogue, or an analysis of everyday life from the standpoint of the person who is living it through the communication process.

semiotic tradition

sociopsychological tradition

sociocultural tradition

phenomenological tradition

A

phenomenological tradition

85
Q

views communication as a reflective challenge of unjust discourse arising from the Marxist tradition of critiquing society, including the use of communication to control power, the role of mass media in dulling sensitivity to repression, and blind reliance on the scientific method and uncritical acceptance of empirical findings.

phenomenological tradition

sociocultural tradition

critical tradition

semiotic tradition

A

critical tradition

86
Q

grounded in Greco-Roman history, examines communication as an “artful address” and focuses on effective verbal communication of ideas.

sociocultural tradition

cybernetic tradition

rhetorical tradition,

semiotic tradition

A

rhetorical tradition,

Management (7 decks)

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