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Unformatted text preview: motivated, and articulate. These students are
dubbed to have “leadership potential” and as a result have higher expectations placed on them. This typically is the extent of our
leadership preparation or education. These students’ failure or success is now dependent on their effort in light of these new or
Leadership is initially recognized by the instructor, and depending on the disposition of the instructor may or may not be
facilitated. This can only mean that if leadership is to be taught then those in faculty and instructor positions, must increase and
fine tune their own leadership ability, activity, and awareness! Leadership development within Allied Health education is often
coincidental and left to extra-curricular and co-curricular activities, such as clinical rotations/education, clinical observations, and
peer teaching experiences.
INTENTIONAL LEADERSHIP DEVELOPMENT
Those competencies that do exist in Allied Health education (within specific disciplines) typically address management,
organizational and administration skills, and lack identification and instruction of leadership competencies. Leadership
development in allied heath care should be intentional. Intentional leadership assumes everyone has the ability to lead, at least
circumstantially, and therefore can be taught in its simplest form as a set of attitudes, behaviors, characteristics, and desires that
successful leaders often exhibit. By identifying ahead of time what constitutes leadership and what competencies and skills one
can posses or learn specific to Allied Health can provide a more favorable climate for leadership training. By teaching students
how to lead, rather than just how to manage or administrate, our professions can reach into many other areas of our
communities, ideally leaving good impressions of our specific professions and individual members.
MANAGING AND LEADING
Allied Health educators need to ask, “What leadership skills are required?" “What are necessary leadership behaviors?” “What
are the specific leadership competencies?" Finally, “How can leadership be evaluated?” Outside of individual disciplines or
academic programs, any literature on leadership development in Allied Health as a whole is virtually non-existent. So a grass
roots examination needs to be conducted to determine what leadership behaviors and skills are necessary to our professions.
This is no small task. Adding to the difficulty of defining leadership performance standards or competencies within allied health is
the diversity of work settings and job duties. This wide diversity makes it very difficult to develop universally accepted
competencies for leadership. While some authors have attempted to address “predictors of success” these are not necessarily
Allied Health education seems to be behind the leadership curve. During the last decade there has been a shift from
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- Fall '14