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Essay / Research Paper Abstract
This 3 page paper looks at the potential learning and growth objectives that could be used in the development of a balanced scorecard for a hospital. The paper presents to objectives and gives tangible ways of measuring them. The bibliography cites 4 sources.
Page Count:
3 pages (~225 words per page)
File: TS14_TEBSC004.rtf
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Unformatted sample text from the term paper:
of Senge (1990) and his learning organization, many others management theories and strategies have advocated the need to learn and adapt, even Sun Tzu and Machiavelli advocate learning, but
in those instances it is about an enemy (Mintzberg et al, 2003). These strategies are often applied to the business environment where the enemy is the competition, but in this
case it is also inefficiency and learning how to perform a job better and to learn how to adapt to the market needs can only lead to both financial efficiency
as well as satisfied customers. The learning and growth perspectives are one sector of a balanced scorecard and as such it can be aligned with other strategies and goals.
In looking at three objectives that could be used here we will look at the level of post qualification training and additional qualifications, the level innovation and the level of
personal growth and satisfaction. The level of qualifications or awards gained after initial qualification is a good starting point, as organizational learning and growth has to start with the
individuals. Increased skills levels increases the value that the staff can add to the organization. Increasing knowledge can also increase the sharing of that knowledge and create cost savings with
the way it is implemented, such as new procedures, or new ways of managing old procedures. Training creates and renews transferable skills so this measure may be undertaken with a
few measures. The number of staff who additional qualifications, expressed as a percentage. However, this is only one measure and may not be sufficient, many of the additional qualifications may
have been gained by the long term staff many years ago, meaning this may not be a definitive indication of current learning and growth (Tsang, 1997). In addition to this
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