NUR 621 Benchmark – Staffing Matrix And ReflectionNUR 621 Benchmark – Staffing Matrix And Reflec
NUR 621 Benchmark – Staffing Matrix And Reflection
NUR 621 Benchmark – Staffing Matrix And Reflection
The purpose of this assignment is to prepare students to make staffing decisions based on sound financial management principles and compliance guidelines.
Scenario: You are the nurse leader of a 30-bed medical-surgical unit and have to account for all staffing, including any discrepancies Benchmark – Staffing Matrix And Reflection. Using sound financial management principles, complete the “NUR-621 Topic 8: Staffing Matrix” in the provided Excel template.
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After completing the matrix, compose a 1,000-1,250-word reflection answering the following questions:
- Why is it important to use a staffing matrix in your healthcare setting?
- Briefly describe your staffing matrix. How many FTEs (full-time equivalent) on the staffing roster are required to cover daily needs? What units of services or work measurement did you use and why? What financial management principles did you use to determine your staffing matrix?
- Explain how you adjusted your staffing based on changes in the patient census. Benchmark – Staffing Matrix And Reflection
- You receive your financial report for the month. You have used more FTEs than what was budgeted for your census. How will you make up the variance? How would you reallocate resources to make up for the variance and still comply with guidelines?
Include two to four peer-reviewed references in your essay, including the textbook.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
NUR-621 Topic 8: Staffing MatrixCensus30292827262524Direct CaregiversScheduled HoursShift LengthNumber of StaffDay ShiftRNNAHealth Unit CoordinatorNight ShiftRNNAHealth Unit Coordinator
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Strategic Plan Recruiting and Supporting Teachers
Institutions rely heavily on strategic plans to adequately prepare and implement projects. Strategic plans can be used for organization-wide or department-wide decisions depending on the organizational needs. They have run vital activities such as budgeting, staffing, gathering resources, and organization expansion. Strategic plans are dynamic and change based on the needs and current circumstances requiring strategic plans. Staffing is one of the major activities in an organization because hiring the right staff determines the success of any institution, and support for new employees determines employees’ retention and integration into the institution. This paper develops a strategic plan to help a district school, Sunshine ISD in Houston, Texas, recruit and support new teachers.
Getting Ready for Success
Vigorous recruiting and supporting staff after recruitment improves their integration into the facility and eliminates error-making. The institution does not have a strong recruiting plan; thus, the recruiting and support process does not guarantee the best quality staff and staff support. Recruiting is a resource-intensive activity, but it is carried out once in a long time when the process is vigorous and the best staff are hired and retained (DeFeo & Tran, 2019).
The expected outcomes are creating a diversified and qualified staff team, ensuring staff is acquitted and comfortable in the facility, cultivating a moral school environment, and promoting the staff’s personal and professional growth and development. The objectives guiding the strategic plan are ensuring effective interventions in determining the specific staffing needs of the facility, regulatory requirements (maximum and minimum number of teachers and gender balance), and the quality of teachers required (years of experience and level of training).
It is important to lay out strategies to meet staffing requirements before the plan’s implementation. DeFoe and Tran (2019) note that change should be justified, meaning that data should be collected to validate the need for hiring and support the strategic plan. Other support interventions such as financial needs, directional strategies, leadership strength, and capacity for the new change should be evaluated. The school must have adequate resources for the strategic plan or a source of funds before preparing for the implementation. In the current world, institutions often hire other organizations and provide their details. These institutions then perform the recruitment on behalf of the facility, cutting costs and time it costs the school to hire staff (Tanjung, 2020).
Peer orientation programs are also widely implemented interventions where fellow teachers are appointed to help others get acquitted with the institution. The deputy school principal will lead the process change, and the dean of students, department heads, deputy principal, and board members will be on the strategic planning committee. The committee will solely make decisions, while the department heads will create the requirements for students in their various departments. The deputy principal will be responsible for drafting the strategic plan and communicating with the board members and other stakeholders, such as recruiting agencies. The deputy will also gather written feedback from all these stakeholders.
Stakeholder Engagement
Institutional The stakeholders of interest are the department heads, school leaders, recruiting agency, board of management, parents, and students. The stakeholders in the team will thus select and appoint a leader/chairperson to the recruitment board to ensure it is within the legal requirements of groups in schools. They will add roles to the members as they deem fit. The stakeholders selected are based on their roles in the strategic plan. According to Kujala et al. (2020), stakeholders’ selection is a crucial step that helps identify and engage personnel responsible for implementing and overseeing activities in any project. The stakeholders selected should all thus have an active role in the change and should be the best-fit professionals for the roles. Parents’ and students’ satisfaction with teachers and their conduct and performance will be integral to evaluating the strategic plan.
The department heads will majorly outline their departments’ requirements, such as staff adequacy, to influence the selection. They will regularly update the board because these needs keep changing. They will also select teachers to mentor and orient the new hire teachers into the organization and oversee the orientation activities. The board members and school leaders (principal and deputy principal) will protect the school’s interest by balancing the needs of the departments with the available organizational resources because they better understand the organization’s state.
They will oversee orientation programs for the new teachers by availing resources such as audits and checklists. Holmes et al. (2019) note that learning institutions should evaluate their staff and regularly evaluate their needs to ensure they meet them and prevent high turnover rates that affect school performance and continuity. The external stakeholders are the recruiting agencies. Most of these agencies are familiar with recruitment requirements of virtually all fields, including learning institutions and schools. The agency will execute the recruitment.
Articulating Mission, Vision, and Values
The third stage in the strategic planning process entails considering the organizational activities’ directional strategies, mission, vision, and values. These directional strategies have a bearing on virtually all organizational activities, including recruiting and staff support. For example, the school is built on Christian faith, and thus, in recruiting, the institution may be oriented to employ more Christian staff or those who believe and uphold the Christian worldview.
The school’s vision is to empower students to acquire, value, and articulate knowledge and skills to support their lifelong learning and contribute to the global community’s development. The mission is to provide high-quality education and safe child care based on the Christian faith in a respectful, inclusive, and supportive environment as a foundation for lifelong learning. The school’s values are respect, trustworthiness, commitment, honesty, humility, and tolerance. These directional strategies will guide the recruitment and support interventions.
The gap analysis shows that the institution lacks adequate teachers and support for these new teachers to meet the vision and mission. In most instances, the teachers are also not adequately supported to meet the needs outlined. The recruited teachers often do not display the school’s requirements to conduct, and there is a high turnover rate as most teachers are discontinued or quit, citing environmental pressure. The goal is to match the directional strategies with organizational needs. The target is to ensure that an adequate number of teachers are hired and that these teachers reflect the values required by the institution. Another target is to ensure that staff employed are supported and amalgamated into the organizational culture and portray the results that will support the achievement of the directional strategies.
Assessing the Environmental Needs
This last step entails conducting a SWOT/TOWS analysis to determine the environmental factors and how they can be leveraged or avoided to ensure quality outcomes. One major threat to the school is well-performing schools in the neighborhood. Parents are drawn to results and values, and institutions with better performance in the area will be preferred over the school. One of the major opportunities is the availability of many professional teachers and numerous recruiting agencies that can help match the school’s needs with the available labor force. The teachers are also educated, with masters and Ph.D. degrees in their respective areas. Another opportunity is that the school is Christian faith-based, encourages inclusion, and receives students from all cultures and faith. The school is thus revered due to the morality it upholds in its students.
One of the internal strengths of the school is its strong financial background. The school has access to resources that can help hire staff and oversee the orientation and support program. For a school, the orientation resources are few, including monetary remuneration for the mentors and record keeping, which can be easily managed using school resources. A major weakness of the school is its current average performance. The school is not at its peak performance, and strategies such as hiring new staff are required to address the weakness. Another weakness is the perceived lack of support from the leaders. See et al. (2020) note that a lack of organizational leadership support is one of the major problems leading to a high turnover in facilities. Other weaknesses include the lack of a strong leadership structure that can oversee staff recruitment and integration, necessitating a recruitment agency. The opportunities and strengths will help overcome the weaknesses and threats to contribute to the overall school growth.
Conclusion
Staff recruitment and support are integral processes in achieving institutional goals and objectives. This strategic plan focused on improving the hiring process and supporting new staff. Stakeholder selection is important to project success because it helps identify the best-fit professionals to perform the roles at hand. External stakeholders supplement organizational work and thus play vital roles in organizational success. The strategies outlined, such as utilizing an external agency, will help ensure the recruitment process is flawless and meets the organizational needs.
Benchmark – Staffing Matrix And Reflection References
DeFeo, D. J., & Tran, T. C. (2019). Recruiting, Hiring, and Training Alaska’s Rural Teachers: How Superintendents Practice Place-Conscious Leadership. Journal of Research in Rural Education, 35(2). https://doi.org/10.26209/jrre3502
Holmes, B., Parker, D., & Gibson, J. (2019). Rethinking teacher retention in hard-to-staff schools. Contemporary Issues in Education Research (CIER), 12(1), 29–34. https://doi.org/10.19030/cier.v12i1.10260
Kujala, J., Sachs, S., Leinonen, H., Heikkinen, A., & Laude, D. (2022). Stakeholder engagement: Past, present, and future. Business & Society, 61(5), 1136-1196. https://doi.org/10.1177/00076503211066595
See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and retaining teachers in challenging schools and areas? Oxford Review of Education, 46(6), 678-697. https://doi.org/10.1080/03054985.2020.1775566
Tanjung, B. N. (2020). Human resources (HR) in education management. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1240-1249. https://doi.org/10.33258/birle.v3i2.1056
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