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

The dialogue of this workshop and the semantics of

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Unformatted text preview: ship strengths and weaknesses, · develop mentoring skills, · explore how to lead in a time of change in health care systems and higher education, · develop the ability to forge relationships with linkages in allied health education and practice. The dialogue of this workshop and the semantics of these goals can serve as a starting point in identifying competencies for leadership in our diverse work settings. While, in Athletic Training7 for example, the competency matrix and teaching outcomes cover such things as communication, establishing relationships and other “crossover” leadership skills, leadership remains primarily an indirect result of education. Most students’ leadership abilities are developed via non-curricular or extra-curricular events. In spite of the fact that leadership skills are a sought after commodity these “supporting experience[s]” are given little importance in the hiring of entry level athletic trainers.6 Because many leadership competencies are specific to a discipline some leadership experiences should be gained through Allied Health educational programming and not rely solely on extra-curricular activities. Another place to serve as a starting point is in Anderson’s and Pulich’s2 summary on management competencies in the health care environment. They outline four competencies with several sub-points as important competencies in health care. These competencies include: 1) Planning, a) goal setting, b) decision making; 2) Organizing, a) cooperating, b) coordinating; 3) Leading, a) communicating, b) conflict management, c) professionalism; 4) Controlling, a) empowering. These certainly overlap and include management ideals, but serve as a starting point for intentional instruction of students to be leaders in their communities, places of employment and within their profession. Teaching leadership as a competency and its related skills (#3 above) outside the context of management or as a stand alone curriculum is something worth considering. Allied Health faculty and instructors need to address issues specific to leadership and not merely those of management and administration. Many authors offer theoretical differences between leadership and management that are based on assumptions, while some offer differences based on reviews and analysis of empirical research. Whatever the source it is a relatively accepted ideal that leadership and management are different. For example: leadership challenges the status quo and management protects the status quo; leadership creates vision and management implements vision, also part of the difference is that management can be seen as positional or a title where leadership is influence and not necessarily based on hierarchical position or title. To further explain this difference it has been reported that, “management focuses on structuring goals, tasks and roles, whereas leadership focuses on influencing direction and change, developing quality relations, and bringing out...
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