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Chapter 5

Leadership Competence I: Personal Responsibilities

“Men are conquered only by love and kindness, by quiet, discreet example, which does not humiliate them and does not constrain them to give it. They dislike to be attacked by a man who has no other desire but to overcome them.”

Giosue Borsi, A Soldier’s Confidences with God

Learning Objectives

Describe the complexity of the health industry in terms of workforce environment, and societal expectations and how a health leader’s mastery of competencies, influence processes, power, motivation, interpersonal relationships and communication capabilities are necessary to successfully navigate that complexity.

Explain how the complexity of the health workforce may lead to communication failure and conflict and summarize how to use quality communication and conflict management skills to successfully motivate subordinates, build interdisciplinary teams and lead a health organization based on commitment rather than compliance or resistance.

Learning Objectives

Predict the outcomes of continuous use of Avoiding and Competing strategies as compared to Compromising, Accommodating and Problem Solving strategies in a health organization; predict the outcomes of face-to-face as compared to memoranda communication channel/media for ambiguous and urgent messages.

Analyze and break down the health leader competencies to the knowledge, skills and abilities discussed in this chapter differentiating competencies overviewed with those not discussed and support your assessment.

Learning Objectives

Design, through combining several theories and models, an influence, power and motivation leadership model for use in health organizations focused on subordinate commitment; modify this model for use with an interdisciplinary health team or group and tell why this modification was utilized.

Evaluate competencies (knowledge, skills and abilities) found in leadership practice concerning, interpersonal relationships, influence processes, motivation, power and communication necessary to successfully lead health organizations and support your evaluation.

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The Complex and Dynamic Health Environment

The health industry exists in a very dynamic environment (fluid atmosphere, with a diverse workforce, unpredictable settings, complex technology, etc…). This dynamic and complex environment of health necessitates competent and motivated leaders at every level.

The dynamic environment of the health industry requires that competency and urgency serve as the hallmarks of leadership for the healthcare organization.

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The Complex and Dynamic Health Environment

In today's health industry, the need for professionalization and competence are especially important.

Competence means recognizing and having the ability to utilize the capabilities associated with leadership. These require mastery of the special skills and learning from experiences that are required to become a ‘professional.’

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The Complex and Highly Educated World of the Health Workforce

The health workforce is a complex assortment of individuals with different backgrounds, educational experiences, certifications, specialties and work locations.

As a whole, the health workforce comprises nearly 12% of the total United States workforce.

The New York Center for Health Workforce Studies (2006). The United States Health Workforce Profile, Health Resources and Services Administration grant report, October, http:chws.albany.edu, and at http://bhpr.hrsa.gov/healthworkforce/reports/, retrieved May 11, 2009.

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As a leader in this complex world, the important issues are:

Leader’s ability to focus (groups and individuals) toward the mission, vision and tasks of the organization.

Leader’s ability to decide which individuals, skills and competencies, should be employed to add the greatest value to the organization.

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As a leader in this complex world, the important issues are:

Leader’s utilization of communication, motivational and cultural development skills to create systems and/or processes that are valuable and efficient so that the health organization can be successful within the environment in which it performs its mission .

These leadership challenges are salient for leaders throughout the industry regardless of the type of health organization.

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Appreciating the different knowledge, skills, abilities and perspectives that each health professional brings to an issue, opportunity or challenge that the organization confronts is important for leaders.

This is important so that the proper mix of professionals can be formed into a team, proper resources can be provided and appropriate expectations can be set for the multidisciplinary team.

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Learning about each discipline and knowing what capability each type of health professional can competently perform will allow the leader to make the most efficient use of the organization’s most valuable resource; its people.

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These various health specialties and disciplines each have different education, licensure, credentialing and licensure maintenance requirements.

Different professional associations and societies and credentialing and/or accreditation associations have been developed to provide a set of standards for each distinct profession.

These associations and societies also provide valuable connections and updates concerning the macro and micro environmental forces that change the health industry.

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A recent collaboration of five professional associations has created five (5) domains comprised of a total of three hundred (300) competencies for the health leader and manager.

Note: Only 4 of many competencies are shown here.

(For more, see page 101 in your text.)

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The professional associations are essential to leaders and managers in the health industry as they provide great network opportunities.

The professional association’s mission is to keep its membership (leaders, managers and stakeholders) within the health industry up-dated on changing environmental forces.

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One of the many techniques they act upon regarding this mission is to maintain close relationships with the legislative, judicial and political entities of our society.

Health industry leaders should seek membership and certification as appropriate to their career track and personal career goals. This is a genuine and sound recommendation.

See page 104 for more professional associations

Personal Responsibilities

Leadership Knowledge, Comprehension, Skills and Abilities

Knowledge is recalling information with familiarity gained through education, experience, or association

Comprehension is the understanding of the meaning of the information such as of a science, art or technique in order to interpret and translate the information into action.

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Leadership Knowledge, Comprehension, Skills and Abilities

Skill is the effective and timely utilization of knowledge that is comprehended; it is the learned power of doing something competently through a developed aptitude.

Ability is the physical, cognitive or legal power to competently perform through natural aptitude or learned or acquired proficiency and competence.

Knowledge, comprehension, skills and abilities are sequential and ‘competence’ and ‘proficiency’ are critical to these definitions.

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Bloom’s theory is based on three types of learning or three learning domains.

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)

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Domains can be thought of as categories. Trainers often refer to these three domains as K, S, A’s (Knowledge, Skills, and Attitudes/Abilities). This taxonomy of learning behaviors can be thought of as ‘the goals of the training process.’

That is, after the training session, the learner should have acquired new skills, knowledge, and/or attitudes [and abilities].

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Bloom's Taxonomy is a way to classify instructional activities. The lower levels require less in the way of thinking skills. As one moves down the hierarchy, the activities require higher level thinking skills. Cognitive Domain is shown next.

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Motivation & Inspiration

In the health leader’s array of knowledge, skills and abilities, motivation and inspiration are high on the list.

Carnevale states that “creating a climate that enhances motivation, with the commensurate increase in productivity, is a requirement.”

Motivation is all about getting a person to start and persist on a task or project.

Inspiration is the emotive feeling of value while performing a worthy task or project.

Motivation and inspiration are rooted in the concepts of influence, and to some degree, power. Leaders use motivation and inspiration to influence subordinate actions.

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The art of leadership requires a more subtle approach to the misconception of aggressive power and ‘arm-twisting’ influence. The well-educated and complex health workforce will resist the use of errant influence and positional power.

Although leadership distinctions may depend on the execution of skills and abilities, such as charisma, the distinction of authentic leadership rests heavily on perceptions of morality.

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Locus of Control

To understand where or how people are motivated and inspired, it is important to realize a person’s perspective on influence.

Internalizer – the person themselves control their own destiny and success

Externalizer – external forces control the person’s destiny and success

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Group Affiliation

Schutz’s Theory of Affiliation suggests that individuals form groups for a need to be included (inclusion), control, and for affection.

The health leader’s understanding and active use of the insight provided by this theory could be very valuable in developing a high performing, effective and efficacious team.

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Group Affiliation

Schutz states that individuals seek a group due to:

Inclusion Need: people join groups to be included;

Control Need: need for status and power; and

Affection Need: give and receive warmth and closeness;

Leaders can positively influence group affiliation.

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Influence

In the simplest terms, the outcome of leader influence on one or more subordinates results in one of three possibilities.

Commitment: the person internally agrees with a decision or request from the leader and makes a great effort to carry out the request or implement the decision effectively.

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Influence

Compliance: the person is willing to do what the leader asks but is apathetic rather than enthusiastic about it and will make only a minimal effort. The leader has influenced the person’s behavior but not the person’s attitudes.

Resistance: the person is opposed to the proposal or request, rather than merely indifferent about it, and actively tries to avoid carrying it out.

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Power, Influence and Basis of Power

Power is a leader’s or agent’s capacity to influence another person, group or organization’s values, beliefs, attitudes and behaviors. Using power to influence a change of behaviors is less difficult than changing attitudes; attitudes are less difficult to change than beliefs or values. Power and influence can be characterized in several ways.

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Power, Influence and Basis of Power

Power can be discussed in terms of Kelman’s Social Influence Theory and the process of social influence. Power and influence, serving as a catalyst, prompts three responses to varying degrees. The subordinate or target of a leader’s power and influence based request or requirement elicits:

instrumental compliance,

Internalization and/or

Identification.

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Remember the three outcomes of influence:

Commitment,

Compliance, or

Resistance.

The most recognized basis of power and influence comes from French and Raven’s Power Taxonomy.

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Motivation Based in Social Exchange Theory: Exchange & Expectancy Theories

Social Exchange Theory requires that leaders must offer an exchange (higher salary, bonus, increased status, etc…) for improved or additional performance by subordinates.

Relationships can be described in terms of their rewards, costs, profits and losses. As long as rewards exceed costs (group membership is profitable) group membership is attractive.

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Motivation Based in Social Exchange Theory: Exchange & Expectancy Theories

In Social Exchange Theory, cohesiveness of group members becomes a salient issue.

Exchange Theory developed by Graen emphasizes interaction of the leader with the subordinate or supervised group.

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In Exchange Theory there are two groups in which the leader categorizes followers:

1) the cadre or in-group and

2) the hired hands or out-group.

With the in-group, the leader allows greater subordinate choices and decision making that attribute to higher performance, lower propensity to quit, greater supervisory relationships and greater job satisfaction.

The out-group receives less latitude and thus, poorer performance outcomes.

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The important point is that social exchange theory, and the application of Graen’s Exchange Theory, is an important and salient factor in leadership. With a basic understanding of Exchange Theory, Vroom’s Expectancy Theory of Motivation can be studied

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According to Vroom’s Expectancy Theory, motivation depends on a person’s belief that effort will lead to performance, and that performance will lead to rewards that are valued.

If any one of these three variables (expectancy, instrumentality, and valence) drop in value, then motivation decreases.

Likewise, as the variables increase in value, motivation increases.

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Goal Setting Theory: A Motivational Theory

Goals provide order and structure, measure progress, give a sense of achievement, and provide closure.

Locke's basic assumption is that goals are immediate regulators of human action. An individual synthesizes direction, effort, and persistence to accomplish goals.

To maximize goal setting, specific and challenging goals are set to focus action and effort over time to accomplish tasks.

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The Significance of Forming Relationships, Networks, and Alliances:

Leaders are rarely successful in any organization without the assistance of positive relationships and networks.

Knowledge and education can only help an individual achieve certain levels of success. The ability to build relationships and networks are critically important at early stages of leadership development.

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The Significance of Forming Relationships, Networks, and Alliances:

Mintzberg found that leaders spend 44% of their time dealing with outside agents and stakeholders, and the rest of their time talking to internal (or other) elements associated with organizational survival.

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Stakeholders are constituents with a vested interest in the affairs and actions of health organizations.

They are individuals, groups, or organizations impacted by the health organization.

A well thought-out and implemented philosophy about stakeholders is a prerequisite to a health organization’s strategic planning effort, resource allocation and utilization, customer service strategies, and the ability to cope with the external environment in general.

Personal Responsibilities

Health organizations must assess stakeholders to determine which ones are most important, which ones pose potential threats, and which ones have the potential to cooperate with the health organization.

Stakeholders form the basis of formal networks and alliances.

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Stakeholders can be classified into three groups.

Internal stakeholders “operate entirely within the bounds of the organization and typically include management and professional and nonprofessional staff;”

Interface stakeholders “function both internally and externally to the organization” and include medical staff, the governing body, and stockholders in the case of for-profit health organizations; and (con’t)

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Stakeholders can be classified into three groups. (con’t)

External stakeholders such as suppliers, patients, and third-party payers, including government entities and officials interact with the organization, provide resources, or use services of the organization. The health organization needs this stakeholder group to survive. Other external stakeholders are competitors, special-interest groups, local communities, labor organizations, and regulatory and accrediting agencies.

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Emerging focus on managing alliances and networks mandates that leadership development efforts begin to focus as much on networking across the entire organization with stakeholders as the technical requirements of leadership.

Networks can be seen as living systems that adapt and change.

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Formal and Informal Networks

Formal and informal networks, that is groups of individuals connected in some way, are important for the leader to perform his or her duties.

Formal professional networks include peers and superiors at your organization and professional links to members of associations that the leader belongs.

Informal networks tend to be associated with friendship and longevity.

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Internal networks in the health organization assist leadership to accomplish goals and objectives as well as to move the organization culture toward the desired state.

External networks within the health professions and in the community are also important for career progression and health organization integration and acceptance in the communities served.

The basis of building networks is interpersonal relationships.

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Interpersonal Relationships

Building relationships while in a leadership role is not always easy. However, you can build relationships, professionally, while maintaining your position power and authority.

If honesty, inclusion, and sincerity (building blocks of trust) are the basis of your quality communication that is culturally competent, then you can maintain your role while building relationships.

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Interpersonal Relationships

You can gauge the relationship by disclosure levels; disclosure is where leaders must consciously draw the line for their personal level of disclosure.

Disclosing too much or too much too soon or too often can reduce your position power and authority; being personally ‘disclosure conservative’ is a good initial approach when building new relationships.

Personal Responsibilities

Yukl in 1989 proposed a taxonomy of managerial behaviors in which one of the four major domains of managerial life was ‘Building Relationships;’

In this construct, managing conflict , teambuilding, networking, supporting, developing and mentoring were actual behaviors and activities leaders recommended to strengthen relationships.

Personal Responsibilities

Factors to Strengthen Relationships

Relationships refer to the feelings, roles, norms, status, and trust that both affect and reflect the quality of communication between members of a group.

Relational communication theorists assert that every message has both a content and relationship dimension.

Personal Responsibilities

Content contains specific information conveyed to someone

Relationship messages that cue or provides hints about whether the sender/receiver likes or dislikes the other person.

Communicating with someone that provides both content and positive relationship information is important. Language, tone, and non-verbal communication work together to provide communicative meaning for the other person.

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Nonverbal communication is more prevalent than verbal communication

eye contact & facial expressions

body posture & movement

People believe nonverbal communication more than verbal communication - 65% of meaning is derived from nonverbal communication

People communicate emotions primarily through nonverbal communication - 93% of emotions are communicated nonverbally

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Frequency of communication that is timely, useful, accurate, and in reasonable quantity reinforces and validates the relationship.

One important factor is quality communication of sufficient and desired frequency - this enhances the impact for developing quality interpersonal relationships.

The next factor is disclosure - disclosure relates to the type of information you and the other person in the relationship share with each other; disclosure is one factor that can help you ‘measure’ or evaluate the depth and breadth of a relationship.

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Self-disclosure can be categorized and actually, measured

Powell’s self-disclosure levels:

Level 5: cliché communication

Level 4: facts and biographical information

Level 3: personal attitudes and ideas

Level 2: personal feelings

Level 1: peak communication (rare; usually with family or close friends)

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For a better understanding of self-disclosure, this concept is:

a function of ongoing relationships

reciprocal

timed to what is happening in the relationship (contextual/situational/relational)

should be relevant to what is happening among people present and

usually moves by small increments

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Factor three is trust.

Trust is built and earned over time through honest interaction (communication and experiences).

Honesty, inclusion and sincerity are directly linked to building trust.

Trust is an essential component of a quality, positive relationship.

Honesty is being truthful and open concerning important pieces of information that you share with another person.

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Inclusion is about including the other person in the relationship in activities and experiences that are important to them, you and both of you. Inclusion is also about making sure the other person is part of the ‘group’ in the organization.

Sincerity is meaning what you say, meaning what you do, and not keeping record or account of the relationship (not keeping score).

Over time, if honesty, inclusion and sincerity are the basis of your interaction with others, positive and quality relationships will grow.

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The fourth factor is cultural competence.

This factor is not only based on ethnical or national dimensions but socio-economic factors as well.

Cultural differences:

Surgeons vs. Nurses

Facility technicians vs. linen staff or consultants.

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The fourth factor is cultural competence.

(Every stakeholder group, every individual has a varying culture of uniqueness. Understanding those cultural issues, walking a mile in someone else’s shoes, is a factor important to building solid interpersonal relationships.)

Communication & Culture

Communication is the process of acting on information

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Communication contributes tremendously to the culture and climate of the health organization.

A response, feedback, is an essential aspect of the communication process.

Obstacles to communication, called noise, either in the channel or mind of the receiver, may contribute to an inaccurate understanding of the intended message. (con’t)

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Communication contributes tremendously to the culture and climate of the health organization.

Communication is the main catalyst behind motivation efforts and strategies utilized by leaders.

“Various management [leadership] practices, including goal setting, reinforcement, feedback, and evaluation, require communication.”

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There are three goals of communication:

Understanding;

Achieving the intended effect

Being ethical (moral).

Communication is a process of active transaction (transactive) which means messages are sent and received simultaneously.

Everything you do, do not do, say or do not say, communicates something. You cannot not communicate.

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Media Richness Theory

Media Richness Theory by Daft and Lengel, updated with computer mediated communication by D’Ambra & Rice, explains and predicts why certain types of media channels or media, are effective or not effective in communication efforts.

This theory is central to health leaders in that selecting the appropriate communication media channel (face-to-face or telephone or email), can predict the likelihood of successful communication.

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Media is placed on a ‘richness’ continuum based on:

Potential for instant feedback;

Verbal and nonverbal cues that can be processed by senders and receivers;

Use of natural language versus stilted or formal language; and

Level of focus on individual versus a group or mass of people.

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What has been learned about this theory is ambiguous or potentially ambiguous messages should be sent with richer media to reduce the level of potential (or actual) misunderstanding.

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The Media Richness Theory suggests that Health leaders should consider:

Selecting media channels to reduce ambiguity;

Selecting media channels to reduce uncertainty;

The more complex the issues, the more group members like face-to-face meetings;

Computer mediated communication (CMC) deals more with tasks but less with group relationships;

CMC may increase polarization;

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The Media Richness Theory suggests that Health leaders should consider:

CMC works best with linear, structured tasks;

CMC increases individual ‘information processing’ requirements;

People with technological skills gain power in CMC communication; and

More cliques and coalitions form with CMC than face-to-face communication.

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Symbolic Convergence Theory

Bormann developed Symbolic Convergence Theory which explains how certain forms of communication function to shape a group’s identity and culture, and consequently influences other dynamics such as norms, roles, and decision making.

A group develops ‘fantasy’ themes and stories. The key point is that groups develop an individual ‘group identity’ (culture, personality) built on shared symbolic representations related to the group and these cultures evolve through the adoption of fantasy themes or group stories.

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Communication Environments

Evaluative versus Descriptive Communication:

evaluation is ‘you’ language

description is ‘I’ language (descriptive language leads to more trust and greater group cohesiveness)

Problem orientation is more effective than controlling communication in reducing defensiveness

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Communication Environments

Strategic versus Spontaneous Communication:

strategic communication (controlling) suggests manipulation creating distrust

spontaneous communication is inclusive

Superiority versus Equality in Communication: supportive climates occur under participative and equity based communication; and

Certainty versus Provisionalism: flexible, open, and genuine thinking fosters a supportive climate rather than ‘knowing it all.

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Listening is a valuable leadership skill. Listening contributes to a supporting and confirming communication environment to build a culture of achievement and value. Listening is:

Hearing: receiving the message as sent;

Analyzing: discerning the speaker’s purpose; and

Empathizing: seeing and understanding the speaker’s viewpoint.

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“People seen as good leaders are also seen as good listeners.”

A simple yet effective listening model to practice and master is:

“1) stop, 2) look, 3) listen, 4) ask questions, 5) paraphrase content, and 6) paraphrase feelings.”

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Conflict Management

Conflict is inevitable and necessary for a vibrant organization.

Health leaders will surely meet with situations of conflict and thus, must master conflict management styles and techniques.

Constructive conflict is good for health organizations but conflict must be managed and people trained on conflict management and styles.

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Conflict Management

Conflict occurs wherever interdependent people or groups (that means they depend on each other in some fashion for some need) have different goals or aspirations of achievement amid an environment of scarce resources.

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Conflict Styles

There are six basic conflict management styles.

Each person has a dominant or primary style and secondary style that is relatively stable (i.e. personality style).

All six styles can be learned, applied and mastered.

Conflict styles are a learning skill set.

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Conflict Styles

The styles are:

Accommodating

Avoiding

Collaborating

Competing

Compromising and

Problem Solving

The basic styles are chosen based on the situation.

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Essential steps for health leaders in conflict management (especially in the early stages of conflict):

Stay calm and rational

Use facts (do your homework)

Understand the resource implications and limitations surrounding the conflict

Listen to how you feel and know what you want or need

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Essential steps for health leaders in conflict management (especially in the early stages of conflict):

Try to imagine what the other(s) feel, want, and need

Use a process to select a strategy such as the decision tree method

Rehearse your strategy

Be prepared to modify your approach if necessary.

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When in the midst of conflict, it is important to keep these tenets in mind:

Separate the people from the problem or conflict as much as possible

Focus on interests, not positions

Avoid always having a “bottom line”

Think about the worst and best solutions and know what you can ‘live with’

Generate several possibilities before deciding what to do

Insist that the result (resolution) be based on some objective standard

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Conflict Style Selection

Selecting a conflict style depends on several factors. These factors rest in the interpersonal relationship, resources available (like time), resources not available, importance of the issues at hand and other associated elements.

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Conflict Style Selection

Taking these factors from the decision tree model, the factors are (in the form of high/yes or low/no answer to questions):

Is or are the issue or issues important to you?

Is or are the issue or issues important to the other party?

Is the relationship with the other party important to you?

How much time is available and how much pressure/stress is there to come to resolution? Of note, an answer of ‘High’ means High Pressure, and

How much do you trust the other party?

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Negotiation is similar to conflict resolution

The following recommendations reinforce previous points already presented and lean toward selecting an appropriate style based on the situation:

Do not bargain over positions

Separate the people from the problem

Focus on interests, not positions

Invent options for mutual gain

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Negotiation is similar to conflict resolution

Insist on using objective criteria to resolve the issue

Use your ‘Best Alternative to a Negotiated Agreement’ (BATNA; this means, what is the worst case scenario if nothing is resolved?) and

Get the other party to negotiate.

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Overview of Culture

Culture is a learned system of knowledge, behavior, attitudes, beliefs, values, and norms that is shared by a group of people.

Cultural differences have been categorized, initially from the work of Hofstede, into the following (four are presented here, there are several more):

Language

High vs. Low context

High vs. Low contact

Time (Monochronic vs. Polychronic)

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Bridging Cultural Differences in Communication

Develop Mindfulness: be consciously aware of cultural differences and your assumptions and other people’s assumptions may [probably are] be different;

Be Flexible: you may have to adapt and change according to the perceptions and assumptions others hold;

Tolerate Uncertainty and Ambiguity: be patient and tolerant;

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Bridging Cultural Differences in Communication

Resist Stereotyping Others and Making Negative Judgments about Others: do not be ethnocentric; ethnocentrism leads to defensive not open nor confirmatory or supportive communication environments;

Ask Questions: develop common ground rules and ask for additional meaning (paraphrase and paraphrase feelings); and

Be Other-Oriented: be empathetic and sensitive to others where the key is to bridge cultural differences

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Coordinated Management of Meaning

At the organizational or unit level, individuals and groups embody their own cultural identity. (Certainly true in health organizations).

The theory called the Coordinated Management of Meaning (CMM) by Pearce and Cronen is an interactional theory that focuses on how individuals organize, manage, and coordinate their meanings and actions with one another.

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Coordinated Management of Meaning

To connect this theory to Rokeach’s model of Values – Beliefs – Attitudes, the following is provided: 1) Values link to Cultural Patterns and Life Scripts; 2) Beliefs link to Life Scripts and Contracts; and 3) Attitudes link to Contracts, Episodes and Speech Acts.

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This theory brings into focus practical elements of Shutz’s Theory of Affiliation, Communication Environments and Culture, Media Richness Theory, and Interpersonal Relationships.

There are strong links to Bolman and Deal’s Reframing Organizational Leadership Model that will be presented later in the text.

Health leaders who understand motivation and influence and apply culturally sensitive communication approaches can effectively use motivation based theories and models

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Discussion Questions

How would you describe the complexity of the health industry in terms of workforce environment, and societal expectations and how would a health leader’s mastery of competencies, including interpersonal relationship building, influence processes, power, motivation and communication capabilities are necessary to successfully navigate that complexity?

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Discussion Questions

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Discussion Questions

Can you predict the outcomes of continuous use of Avoiding and Competing strategies as compared to Compromising, Accommodating and Problem Solving strategies in a health organization; predict the outcomes of face-to-face as compared to memoranda communication channel/media for ambiguous and urgent messages.

105

Discussion Questions

How would you analyze and break down the health leader competencies to the knowledge, skills and abilities discussed in this chapter differentiating competencies overviewed with those not discussed? Could you support your assessment?

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Discussion Questions

How would you design, through combining several theories and models, an influence, power and motivation leadership model for use in health organizations focused on subordinate commitment? Could you modify this model for use with an interdisciplinary health team or group and tell why this modification was utilized?

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Discussion Questions

Could you evaluate competencies (knowledge, skills and abilities) found in leadership practice concerning building interpersonal relationships, influence processes, motivation, power and communication necessary to successfully lead health organizations and support your evaluation? How would you use those capabilities?

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Exercises

Define the complexity of the health industry in terms of workforce and label possible up-to-date and continuous information sources for the health workforce that impact the health industry. Use a Cost – Quality – Access Model to determine how several changes to the health industry cumulatively impact the industry.

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Exercises

Distinguish potentially differing motivational factors for each major health workforce group and predict what applications of building interpersonal relationships, influence, power and motivation theories or models would work best for each group in three (3) pages or less.

Construct models of communication for a health organization that could be used by a leader for individuals, groups/teams and the entire organization and demonstrate what elements of your models are similar and dissimilar in two to three (2 – 3) pages.

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Personal Responsibilities

Select two theories or models of influence, power and/or motivation, identify the constructs and leadership behaviors/actions and analyze the effectiveness of the theories or models in a health organization setting for achieving commitment, achieving compliance and achieving resistance. Relate components of quality leader communication to this analysis and illustrate if there would be changes to your outcomes; complete this in two (2) pages.

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Personal Responsibilities

Explain how Goal Setting Theory, Expectancy Theory and Locus of Control work together and relate how a health leader can utilize the synthesis of these theories to have a productive workforce at the individual subordinate and team or group level in two (2) pages or less.

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Personal Responsibilities

Justify the professional association’s combined health leader’s competencies considering the complexity of the health industry; conduct the evaluation and support your position in two to three (2 – 3) pages.

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