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HA 511 - Unit 1 - Required Reading from Website - Item 2

HA 511 - Unit 1 - Required Reading from Website - Item 2 -...

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© The Internet Journal of Allied Health Sciences and Practice, 2004 A Peer Reviewed Publication of the College of Allied Health & Nursing at Nova Southeastern University Dedicated to allied health professional practice and education http://ijahsp.nova.edu Vol. 2 No. 2 ISSN 1540-580X Necessity of Leadership Development in Allied Health Education Programs Matthew R. Kutz, M.S., M.Ed., ATC, CSCS Palm Beach Atlantic University United States Citation: Kutz, MR., Necessity of leadership development in allied health education. The Internet Journal of Allied Health Sciences and Practice. April 2004.Vol. 2 Num. 2. INTRODUCTION Why should educational programs teach leadership, and why should universities and colleges who offer allied health care programs be concerned with training future clinicians to be leaders? Leadership development is a topic wrought with passion among business professionals and educators alike. Leadership is something everybody needs and it remains vague and ambiguous. Leadership is a mystical, almost ethereal, quality that you cannot define, yet know when you see. Advancing the allied health care professions and the members of the allied health care community is proving to be difficult without the necessary leadership skills. More and more clinicians and students are looking to and expecting educational programs to help in their leadership development. Success and promotion of the allied health sciences and the individual practitioners from various disciplines depends highly on leadership ability. In allied health care, like many other organizations, the way leadership is taught, passed on and evaluated is critical. Leadership development is an important issue that every organization and every institution must address to ensure survival. It is no secret that strong intentional leadership is highly valued in our society. This value raises the question all organizations ask, how is leadership developed? Is leadership developed through mentoring, curricular activities, co-curricular, extra-curricular, didactic education, or the proverbial “school of hard knocks?” These and similar questions must be answered if leadership development within our educational programs is to be successful. WHAT TO TEACH? A survey of the popular literature reveals a consensus that leadership skills and abilities can be learned and developed, while many agree that some people have natural leadership ability while many aspects of leadership can be learned through skill development, competencies and experience. How people come to learn leadership is of key consequence in leadership development. Densten and Gray 5 state that, “teachers face many challenges in designing programs to enhance the leadership capabilities of their students.” Educators face many obstacles and confounding variables when designing practical leadership experiences and implementing pragmatic instructional methods. Organizational leaders everywhere (church, corporate, educational, health care) must ask, how is leadership learned best? Are there leadership competencies that are “universal” and what are they, and what leadership
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