| Course | HI545 Health Care Compliance |
|---|---|
| Unit | Unit 7 |
| Paper type | Compliance training outline |
| Length | About 940 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MS in Health Informatics |
| Updated | October 2026 |
Free sample paper for HI545 Unit 7
The First Five Minutes After Someone Speaks Up: A Unit 7 Compliance Training Outline for Department Managers
[Student Name]
Purdue University Global
HI545: Health Care Compliance
Unit 7 Compliance Training Outline
[Instructor Name]
[Date]
Esterline Health, its managers and every count are composite; the sources cited are real.
Needs Assessment
The compliance office reviewed every concern logged in the past year and traced how each reached the office. Of 58 concerns, 42 were first raised with a supervisor or department manager, nine came through the hotline, and seven came from audits. Of the 42 heard by managers, 13 reached the compliance office within one business day, 17 took between two and twenty days, and 12 arrived only after the employee raised the matter again, through the hotline or with human resources. Interviews with eleven managers found three patterns: managers tried to resolve billing questions themselves first; several were unsure whether a concern was serious enough to report; and some reassured the employee in a way the employee heard as a brush-off. Research on employee voice shows that how a direct manager responds shapes whether people speak up again, more than formal policies do (Detert & Burris, 2007). Employees who see wrongdoing and doubt their manager will act are more likely to stay silent or to take the concern outside the organization (Kaptein, 2011). The delay at Esterline is therefore not only an administrative problem; it is how a culture of silence, or of external reporting, is built. The hotline is the second door; the first is a manager's office, and that is where most concerns at Esterline are either passed on or lost.
Audience and Format
Audience: all 64 department managers and supervisors at both hospitals and the acquired pulmonology practice. Format: a sixty-minute live session in groups of no more than twelve, led by the compliance officer and one experienced manager, followed by a ten-minute refresher at the ninety-day mark. Live delivery is chosen over an online module because the behavior is a conversation, and conversations are practiced, not read.
Learning Objective
After the session, a manager who hears a possible compliance concern will, the same business day, thank the person, avoid judging the merit or promising an outcome, record the concern on the intake form, and send it to the compliance office.
Session Outline
1. Opening, five minutes. The compliance officer presents last year's numbers: 42 concerns through managers, 13 passed on within a day. No names, no blame; the point is that the pattern is common and fixable.
2. Why the first response matters, ten minutes. A short account of how employees decide whether to speak up again, drawn from the research above. The non-retaliation policy is restated, including the manager's own duty not to retaliate.
3. What counts as a compliance concern, ten minutes. Five composite examples from the practice and the hospitals: a coder asked to change a level after the visit; an expired contract noticed by an assistant; a sleep technologist told to skip a calibration log; a scheduler unsure about booking a patient as new; an employee told a vendor gift is fine. Managers sort them into concern, not a concern, or unsure. The rule taught: if unsure, it goes to the compliance office.
4. The first response, fifteen minutes. A four-part script: thank the person; say what happens next; do not judge, investigate or promise; ask whether there is anything urgent, such as a patient safety risk. Managers practice in pairs with role cards, one playing an anxious employee and one the manager, then switch.
5. The intake form, ten minutes. A walk-through of the one-page form and the secure email address. Managers fill in one form from their role-play.
6. What happens after, five minutes. The compliance office acknowledges receipt to the manager within one business day and to the employee within three, and tells the manager what, if anything, the manager should do next.
7. Close, five minutes. Each manager writes one sentence on what they will say the next time someone raises a concern, and keeps it.
Materials
Pocket card with the four-part script and the intake address. Role-play cards. A one-page intake form. Slides limited to the numbers and the script.
Evaluation
The outline uses four levels of evaluation, from reaction to results (Kirkpatrick & Kirkpatrick, 2016).
1. Reaction: three survey questions, answered before managers leave the room, on relevance and confidence.
2. Learning: each manager demonstrates the script once in role-play, observed by the facilitator against a short checklist.
3. Behavior: the measure that matters. The compliance intake log records the date a manager first heard each concern and the date it reached the office. The target is that at least 80 percent of manager-heard concerns arrive within one business day, measured over the two quarters after training, compared with 31 percent last year.
4. Results: over the following year, the share of concerns arriving first through the hotline after a manager failed to pass them on should fall from 12 of 42 toward zero.
Risks and Adjustments
Training alone may not change behavior if managers see no consequence or support. Studies of compliance programs suggest that employees' perception that management follows through matters more than training content (Treviño et al., 1999). The compliance officer will therefore report the one-day rate by department to the vice presidents each quarter, and will thank managers by name, with permission, when a concern they passed on led to a fix. If the rate stays below 60 percent after one quarter, the refresher moves earlier and includes the managers' own examples.
References
Detert, J. R., & Burris, E. R. (2007). Leadership behavior and employee voice: Is the door really open? Academy of Management Journal, 50(4), 869-884. https://doi.org/10.5465/amj.2007.26279183
Kaptein, M. (2011). From inaction to external whistleblowing: The influence of the ethical culture of organizations on employee responses to observed wrongdoing. Journal of Business Ethics, 98(3), 513-530. https://doi.org/10.1007/s10551-010-0591-1
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. ATD Press.
Treviño, L. K., Weaver, G. R., Gibson, D. G., & Toffler, B. L. (1999). Managing ethics and legal compliance: What works and what hurts. California Management Review, 41(2), 131-151. https://doi.org/10.2307/41165990
The Purdue Global HI545 Unit 7 instructions
The seventh unit usually asks you to outline a compliance training program for an audience in the case. Expect a needs assessment, audience, learning objectives, content outline with timing, delivery method, materials and an evaluation plan. Many instructors prefer a narrow, measurable objective over a broad survey of compliance topics. State why the chosen format fits the behavior being taught. An evaluation model such as the four levels is common, and the strongest outlines name a measure drawn from data the organization already collects. Cite research on why the behavior matters and on training evaluation. Most sections expect four to six pages, the session plan written as numbered steps. Check whether your section expects slides or facilitator notes as well; the outline itself usually does not need them unless the prompt says so.
How this HI545 Unit 7 example is built
The needs assessment traces 58 concerns to how they arrived and shows where managers delayed them, with three patterns from interviews. Two studies on employee voice and silence explain the stakes, and the highlighted sentence describes the manager's office as the first door. Audience and format follow, with a reason for live delivery. A single learning objective is written as an observable action with a time limit, and a margin note explains why. The seven-part session outline gives timing for each segment, including five composite examples to sort and a paired role-play of a four-part response. Materials are kept to a pocket card, role cards and a one-page form. Evaluation covers reaction, learning, behavior and results, with the intake log as the behavior measure. A final section plans for training not being enough.
HI545 Unit 7 rubric: what earns full points
Training outlines are usually scored on alignment. The largest share of points goes to whether the needs assessment, objective, content and evaluation fit together: a problem shown in data, an objective that addresses it, content that teaches it and a measure that would show it changed. Objectives earn credit when they are observable and measurable. Content and delivery are judged on fit with the audience and behavior. Evaluation often carries its own row, with more credit for behavior and results measures than for satisfaction surveys alone. Use of research, organization and APA citations complete the rubric. Students lose points by covering every compliance topic in one session, by writing objectives such as understand the hotline, or by evaluating only with a quiz at the end.
HI545 Unit 7 help from the desk
Outlines often come back because the objective cannot be observed: managers will appreciate the importance of reporting. Rewrite it as an action with a time limit. Another common problem is a content list with no timing, so the session could not actually be run. Many drafts choose an online module for a skill that needs practice. Evaluation frequently stops at a satisfaction survey. Some outlines skip the needs assessment and so cannot show why this audience was chosen. If your case points to a different audience or behavior, share the case, any data it gives and the prompt, and an outline can be built around your own objective with a measure the organization already collects.
Get an HI545 Unit 7 example written to your instructions
Which audience is the Unit 7 training for, and which behavior has to move? Coders, schedulers, physicians and managers each need a different outline. Include the prompt, the rubric and any required format such as a facilitator guide or slide list. A free first sample, built around that audience and one measurable change, returns in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HI545 Unit 7 questions, answered
Why train managers instead of all employees?
Because the case data show concerns stalling at managers, not at employees reluctant to speak. Training everyone to use the hotline would not fix a delay that happens after someone has already spoken up. The sample targets the role where the problem sits, and many prompts reward that choice when the scenario supplies a reason for it.
What counts as evidence that training worked?
Something that changes in operations, measured before and after. Test scores show knowledge on the day; they do not show behavior a month later. The sample pairs a scored scenario check with the intake log's routing time at thirty and ninety days, and reads a pulse item on reporting safety alongside it, since faster routing with falling trust would be a warning.
Does the outline need slides?
Not unless the prompt calls for slides. The sample is an outline with objective, modules, timing, scenarios and evaluation, the form Unit 7 prompts commonly request. Where a section wants a slide list or facilitator notes as well, say so in the request, and those arrive in the same order as the modules.
Where can I find a free HI545 Unit 7 sample paper?
This page has the complete Unit 7 outline, from the needs assessment and objective through the session plan and four levels of evaluation.
Why train managers rather than all staff?
The data showed concerns stalling after employees had already spoken up to a manager, so the fix belongs at that first response.