Financial leadership
nteasley
PersonalLeadershipAnalysisMoretz.docx
MHA-FP5012
© Capella University
Leadership Development Plan
Miatta Student Name:
Instructor Name:
Course Name: Due Date:
Miatta Teasley
Capella University
MHA-FPX5012
Organizational Leadership and Governance
Professor Chad Moretz
May 2,2023
Introduction: Leadership
The healthcare environment has significantly evolved and augmented the need for sound leadership in all organizations. Emerging diseases, new demands for interprofessional collaboration, advocacy demands on the side of the healthcare workers, and cost-effective care needs policymaking are some issues that have made leadership an integral component of a successful healthcare organization. According to the American College of Health Executives, primary leadership skills include relationship building and management, business skills and knowledge, communication, knowledge of the healthcare environment and professionalism. These skills aid the leaders in interacting with healthcare employees, forging a collaborative working environment and facilitating a financially stable health system. This assessment analyzes personal leadership skills and creates a clear leadership development plan. The leadership development plan offers a guideline that I will use to address leadership gaps.
Relevant Leadership Competencies in Current Health Systems
Comprehending healthcare leadership competencies requires an analysis of the literature on leadership competencies. Some leadership skills covered intensively in healthcare settings include decision-making, organizational skills, time management, strategic thinking, and conflict resolution (Pidgeon, 2017). All these leadership skills adapt the leaders to the current healthcare environment. Further, these skills make healthcare organizations more competitive in offering health services. For instance, strategic thinking as a leadership skill helps healthcare leaders analyze external and internal factors influencing healthcare outcomes and develop an elaborate plan to overcome the issues (Pidgeon, 2017). Decision-making skills, on the other hand, enables leaders to make relevant decisions through participatory approaches. The decisions made by leaders ultimately influence the organizational trajectory in the long term and the short term. Time management is an important leadership skill because it assists leaders in accomplishing key projects and activities within a specified time.
Transformational leadership skills have also been covered in the literature. Examples of transformational leadership skills are openness, teamwork, trust, and collaboration. Transformational leaders exhibit these skills and apply them in improving healthcare settings. Using transformational leadership skills comes with several benefits in healthcare. First, it encourages employee innovation (Corrigan & Garman, 1999). The workers become more creative in dealing with healthcare challenges and opportunities, strengthening the organization’s internal and external outlook. Further, researchers have noted that having transformational leadership skills promotes intellectual development and inspires healthcare workers to perform best as a team (Corrigan & Garman, 1999). Leaders who embrace transformational skills interact well with their workers, creating an accommodating environment for every person to excel. Further, these skills promote work delegation and encourage an atmosphere where nurses and other staff participate in decision-making (Corrigan & Garman, 1999). The participatory nature of decision-making further reinforces innovation and makes people feel part of the healthcare system, boosting healthcare outcomes.
On the other hand, transactional leadership skills also have numerous benefits to the workers and the healthcare environment. Examples of transactional leadership skills include emphasis on an elevated level of commitment, focus on short-term goals and insistence on efficiency. Research has demonstrated that transactional leadership skills reinforce goal setting in healthcare organizations (Corrigan & Garman, 1999). Nurses and physicians develop a shared belief and vision, which become instrumental as they pursue efficient healthcare delivery. Further, prerequisite leadership skills reinforce organizational feedback (Corrigan & Garman, 1999). The staff and leadership can share information on various feedback, which promotes healthcare outcomes. In an environment where healthcare crises are growing daily, having feedback is crucial in understanding the healthcare workers’ needs as a leader and offering solutions. Through the transactional leadership approach, leaders can create and lead effective teams and implement numerous organizational projects.
The current leadership landscape in healthcare is divided between autonomy on the one hand and accountability on the other hand. Leaders must be independent when making final and pivotal decisions in their organizations (van Diggele et al., 2020). However, being independent is limited by the need to be accountable. Therefore, healthcare leaders must be accountable for their decisions in healthcare settings. Being accountable implies that the leaders are willing and ready to be responsible and take the blame when things fail to work out as expected (van Diggele et al., 2020). It has been argued that contemporary leadership titles differ from expected work, and leaders are expected to cultivate and foster collaboration with other teams. Therefore, accountability is an important skill in healthcare leadership.
Healthcare settings have become more unpredictable in the current work environment. This level of unpredictability has made some leadership skills emerge as the most significant. One instance that exemplifies the unpredictability of the health environment is the Covid-19 pandemic which changed the healthcare systems. Following the outbreak, Forman et al. (2020) studied leadership lessons that can be drawn from the scenario. One of the lessons is that healthcare leaders need to show an elevated level of decisiveness (Forman et al., 2020). Success during the pandemic hugely relied on how fast healthcare leaders made decisions and how reliable the decisions made were. More fatalities were witnessed in healthcare systems where leaders failed to be decisive in decision-making. Another lesson learned from the Covid-19 pandemic was coordination and transparency (Forman et al., 2020). Leaders can deal effectively with healthcare needs when they collaborate and work openly. Lack of openness and coordination leads to communication breakdown, affecting healthcare outcomes (Forman et al., 2020). Accountability, solidarity, and clarity are other effective skills in dealing with emergencies in healthcare. Leaders must clarify their vision and belief to subordinates to encourage a shared sense of purpose (Forman et al., 2020). Lack of clarity often leads to mishaps that break the healthcare delivery system. Fostering togetherness within the team also encourages togetherness and makes the staff feel part of the organization.
The leadership skills discussed by Forman et al. (2020) also emerged as crucial in another study by Zajac et al. (2021). In the study, the authors investigated familiar challenges multidisciplinary teams encounter as they deliver on their duties. One of the changes in healthcare organizations is the work setting. In current healthcare systems, nurses must work with other professionals to deliver holistic and comprehensive care. In their article, Zajac et al. (2021) investigated the familiar challenges healthcare teams face when working together. These challenges are related to poor leadership skills that do not support multi-level teamwork. Their study involved healthcare participants who worked in different teams. They commonly face challenges that include accountability, conflict management, decision-making, coaching and reflection (Zajac et al., 2021). These challenges highlight the important leadership skills that healthcare leaders should embrace. Working in teams needs an elevated level of awareness and leadership preparedness to achieve success.
The leadership skills attained are important during change and crises. Therefore, people's leadership skills should be responsive to needs that exist presently or are predicted to occur. How situational issues are handled heavily relies on leadership skills adopted by healthcare leaders. In an integrative literature review by Almost et al. (2016), several leadership skills were identified as influencing leadership outcomes in crisis. One of them was interpersonal leadership skills. Successful leaders need soft and hard skills to offer leadership successfully and efficiently in healthcare settings (Almost et al., 2016). Interpersonal skills include active listening and other communication techniques, decision-making, openness and problem-solving. The lack of these skills makes it difficult for leaders to handle problems that emerge in healthcare settings. Another crucial skill is emotional intelligence. Emotionally intelligent leaders can sense, interpret, and understand employees’ emotions without bias (Almost et al., 2016). Since the healthcare environment presents several challenging situations, leaders must understand their followers’ emotions. Offering support and role interpretation are other skills that leaders need to hone. Healthcare staff must be acquainted with relevant leadership skills to succeed in their workplace.
Effects of Absence of Leadership Competencies
The studies reveal several impacts of poor leadership skills. First, leaders lacking requisite leadership skills cannot solve crises that emerge in their organizations (Almost et al., 2016). Secondly, a lack of leadership limits the organization’s response to emergencies such as the Covid-19 pandemic (Forman et al., 2020). Leaders lacking relevant leadership skills cannot foster an environment where multiple teams work together. This issue was evident in one of the research several leadership gaps were noted in multi-level teams (Zajac et al., 2021). Therefore, healthcare leaders must strive to develop the necessary leadership skills that can help them succeed in the healthcare environment.
Personal Leadership Gap Analysis
From the gap analysis, I identified four leadership competencies that require development. These competencies include collaboration, communication skills, relationship building and information seeking (Gap analysis table in the appendix). In situations requiring these skills, I performed dismally.
Personal Leadership Development Plan
An improvement plan is necessary to improve the leadership skills of collaboration, communication, relationship building and information seeking. The leadership development plan ensures that I develop the leadership skills required in the current health environment. The table below shows the actions that I will undertake and how progress will be measured.
|
Competency |
What will be done |
How will it be measured |
How it relates to Healthcare |
|
Communication skills |
Enrolling for short online interpersonal communication skills. The training will take eight weeks |
Communication behaviors, colleague reviews on my communication |
Communication is necessary for crisis management. It also assists in managing diverse teams |
|
Relationship building |
Watching Youtube videos on relationship building. Attending professional conferences and meetings on relationship building. The activities will take four weeks |
Through employee feedback |
Relationship-building skills are crucial in interprofessional collaboration, which is common in current health settings. |
|
Information seeking |
Research current areas at John Hopkins where information is needed to transform service delivery. The activity should take two weeks |
Writing a comprehensive report that shows detailed information on a specific problem. The report to be evaluated by the team |
Information seeking is crucial in EBPs, policymaking and technology implementation |
|
Collaboration |
Attending professional conferences on collaboration, watching videos on collaboration |
Participate in group work/teamwork and request feedback |
Collaboration is also necessary in an interprofessional health setting. Nurses also need to collaborate when implementing different projects/treatment interventions |
References
Almost, J., Wolff, A. C., Stewart-Pyne, A., McCormick, L. G., Strachan, D., & D'Souza, C. (2016). Managing and mitigating conflict in healthcare teams: An integrative review. Journal of Advanced Nursing, 72(7), 1490–1505. https://doi.org/10.1111/jan.12903
Corrigan, P. W., & Garman, A. N. (1999). Community Mental Health Journal, 35(4), 301–312. https://doi.org/10.1023/a:1018757706316
Forman, R., Atun, R., McKee, M., & Mossialos, E. (2020). Twelve lessons learned from the Management of the coronavirus pandemic. Health Policy, 124(6), 577–580. https://doi.org/10.1016/j.healthpol.2020.05.008
Pidgeon, K. (2017). The keys for success: Leadership core competencies. Journal of Trauma Nursing, 24(6), 338–341. https://doi.org/10.1097/jtn.0000000000000322
van Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02288-x
Zajac, S., Woods, A., Tannenbaum, S., Salas, E., & Holladay, C. L. (2021). Overcoming challenges to teamwork in Healthcare: A Team Effectiveness Framework and evidence-based guidance. Frontiers in Communication, 6. https://doi.org/10.3389/fcomm.2021.606445
Appendix
Table: Leadership GAP Analysis Table
|
NCHL Competency and Current ILDP Rating |
Situation |
Task |
Action |
Result |
Outcome Rating: 1 (worst) – 5 (best) |
|
Accountability:
ILDP = 9 |
The employees were working on software to deliver online education to patients |
I was coordinating the team but did not interact with the vendor directly |
I notified the board of this issue and requested an intervention |
I was connected to the vendor through the manager |
5 |
|
Achievement Orientation:
ILDP =10 |
Making policy changes to ensure digital health was successfully adopted |
I created the digital health application policy and procedures |
I gathered information from health departments before creating the policy |
The application resulted in a 10% increase in disease awareness |
5 |
|
Analytical Thinking:
ILDP = 8 |
The organization faced the risk of increased debt due to high readmission rates |
Lowering readmission rates for better financial performance |
Reducing services offered |
The number of patients readmission reduced |
5 |
|
Change Leadership:
ILDP =9 |
Pressure ulcer prevalence resulted in increased length of stay |
Change treatment approach |
I proposed six-hour check-ups on the patient |
The nurse manager accepted the proposal |
4 |
|
Collaboration:
ILDP =4 |
The facility was required to work with community and alcohol counselors to reduce alcoholism among male youths and adults |
Educating the targeted population on the effects of alcohol and alcoholism |
I notified the manager to assemble a team consisting of members from all departments |
The alcohol problem was not fully resolved |
2 |
|
Communication Skills:
ILDP = 5 |
I worked on several tasks in my organization and had to adapt my communication to fits these tasks |
Learning work ethics associated with each group |
I interacted with the staff whenever there was an opportunity |
I adapted to communicating with different employees |
3 |
|
Community Orientation:
ILDP = 8 |
The community complained of unethical therapeutic practices |
I was tasked with investigating the claims and developing solutions |
I engaged the community and proposed culturally competent care |
Community-facility collaboration improved |
4 |
|
Financial Skills:
ILDP = 8 |
The billing form failed to match the financial statements |
Streamline the document |
I engaged the financial expert from the facility departments to understand the problem |
A new billing form that matched the financial documents was printed |
5 |
|
Human Resource Management:
ILDP = 8 |
Conflicts emerged between the nurse in the critical care unit and those in an emergency team |
Help the team have a common ground |
Formed a coordination team that would strengthen their working |
Collaboration between nurses from both units enhanced |
5 |
|
Impact and Influence:
ILDP = 8 |
The organization looked for an EBP solution for diabetes |
Identifying some of the strategies to treat the disease |
Conducted research and involved experts |
Presented lifestyle interventions as the best approach to deal with diabetes |
4 |
|
Information Seeking:
ILDP = 4 |
Adoption of ACA needed more deliberation on its impacts on health outcomes |
Seeking information on the consequences of implementing ACA |
Inquired from colleagues who had ACA implemented in their workplaces |
Found no useful information on whether ACA was useful or not |
2 |
|
Information Technology Management:
ILDP = 9 |
The organization wanted to use HIPAA to improve privacy |
Identifying patient information that was mostly targeted |
Engaged cyber-security experts |
Informed that patient demographics were the most sought data in attacks |
5 |
|
Initiative:
ILDP = 10 |
Having ACA meant new management rules |
The board requested proposals from middle managers |
I presented a proposal on providing incentives to employees |
The board accepted and approved the proposal |
5 |
|
Innovative Thinking:
ILDP = 8 |
The organization needed a new recruitment solution |
I was tasked with recommending a solution |
I proposed an online recruitment platform |
The proposal was accepted and adopted |
5 |
|
Interpersonal Understanding:
ILDP =9 |
Encouraging interpersonal interactions during online meetings |
Finding ways interpersonal interaction could be promoted |
Inquired from employees how they wanted us to interact |
We agreed to allocate each specific time while others remained silent |
4 |
|
Organizational Awareness:
ILDP = 10 |
Being a new employee and being required to adapt to a newer organizational culture |
I was required to work with other employees |
I perused the organizational culture first |
We worked harmoniously |
4 |
|
Performance Measurement:
ILDP = 9 |
The employees wanted to understand why performance appraisals were being conducted |
Required to write a report on how employee assessment improved the organization |
Delivered a report on employee evaluation |
Employees understood why evaluation was necessary |
4 |
|
Process Management and Organizational Design:
ILDP = 8 |
More time is taken standing on the production line |
Required to work with other staff on how technology would solve the issue |
Proposed using an automated process |
The proposal was kept pending due to financial issues |
4 |
|
Professionalism:
ILDP = |
The manager wants employees to adhere to the organizational culture |
Tasked with discussing the vision and mission of the workplace |
Created posters and placed it at various points within the organization |
Employees learned that the vision and mission reflected organizational goals |
5 |
|
Project Management:
ILDP = 8 |
The organization needed to implement ACA for first-time |
Was tasked with creating an implementation roadmap |
Worked with others to propose ways to implement the policy |
Successfully implemented the policy |
4 |
|
Relationship Building:
ILDP = 4 |
The manager wanted the nurses to work in groups when attending to patients |
Tasked with assigning patients to nurses |
Nurses could not work with the same patient at the same time due to some issues |
The program was halted |
2 |
|
Self-Confidence:
ILDP = 10 |
The manager required me to participate in formulating a new health solution to deal with discrimination at work |
I was tasked with leading the team in developing the new solution |
We developed an action plan to end discrimination |
A comprehensive anti-discrimination policy |
5 |
|
Self-Development
ILDP =8 |
Due to ACA, the management wanted nurses to learn how to adhere to the provisions |
Breaking down ACA requirements to other staff |
Researched ACA provisions |
Created the report and shared it through emails to each employee |
4 |
|
Strategic Orientation:
ILDP = 9 |
The organization needed a strategic plan for the next five years |
I was required to perform a SWOT analysis of the organization |
Research on strengths, weaknesses, and opportunities |
A comprehensive report on strengths, weaknesses, opportunities, and threats |
5 |
|
Talent Development:
ILDP = 7 |
The training theme required for current employees |
Required to lead a team to develop a training them |
Did internal analysis to determine development areas that needed more attention |
A training and development report that was accepted and adopted |
5 |
|
Team Leadership
ILDP = 8 |
The organization wants work to be performed in groups |
Needed to divide members into groups and assign tasks |
Researched the parameters I could use in grouping people into various groups |
I grouped colleagues using diversity criteria |
4 |
