HPA 430 Leadership Development

HPA 430 Leadership Development
Sample Answer for HPA 430 Leadership Development Included After Question
Description

In the link “https://www.ache.org/-/media/ache/career-resource-…” and the file attached below, you will find models of leadership competency, including one from the National Center on Healthcare Leadership (NCHL), and one from the American College of Healthcare Executives. Focus most closely on the summary of the NCHL Health Leadership Competency Model Summary (a PDF linked on the page) and the ACHE Competency document.
NCHL lists 28 competencies; the ACHE document has 22, including three listed under Leadership. For the purposes of this assignment, you are to ignore the 3 competencies in ACHE listed under leadership and focus on the other 19 in the ACHE document.
Your assignment is as follows:
Looking through all the competencies listed in these 2 models, list the ten that you think are most important.
Choosing three competencies from your list of ten, write an essay that explains why you think those three are the most important competencies from your perspective. Be sure to use Times New Roman, 12 point font, double-spaced.  Be specific in outlining your reasons. Why are these most important for someone with your background and experiences? Why are they most important for the type of health care organization you work in or would like to work in? (I would like to work in a small to medium size healthcare facility)
Must cite all work and be sure to include in-text citation.
A Sample Answer For the Assignment: HPA 430 Leadership Development
Title: HPA 430 Leadership Development
Transformatio National Center for Healthcare Leadership Health Leadership Competency Model 3.0 updated, career-spanning competency model for health sector leaders Report version 1.03 How to Cite This Paper Health Leadership Competency Model 3.0. Chicago, Illinois: National Center for Healthcare Leadership; 2018. (Available at nchl.org) License Grant The NCHL Health Leadership Competency Model is protected by copyright laws, international copyright treaties, and other intellectual property laws and treaties. The Health Leadership Competency Model is licensed on a non-exclusive basis. You may download and use the Health Leadership Competency Model on computers within your organization, and may use the Health Leadership Competency Model for internal, non-commercial purposes, including without limitation internal educational or professional certification activities, only. If you would like to use the Health Leadership Competency Model for any other purposes, you must obtain prior written approval from NCHL, and must pay the applicable license fee determined by NCHL for such commercial use. All rights not expressly granted are reserved by NCHL. Not limiting the foregoing, this Agreement does not grant you any rights to (and you are prohibited from): (i) granting any sublicense, distributing or transmitting the Health Leadership Competency Model in whole or in part; (ii) modifying the Health Leadership Competency Model without permission (any permitted modification may be used by you for your internal business purposes only); (iii) using any trademarks of NCHL; or (iv) using the Health Leadership Competency Model for purposes other than non-commercial purposes as described herein. Your rights under this Agreement may not be transferred, leased, assigned, or sublicensed. Any purported attempt to transfer, lease, assign, or sublicense your rights will be void. Copyright 2018 | National Center for Healthcare Leadership All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without written permission. N at i o n a l Cente r fo r H e al t hc are Le ade r s hi p | nc hl. o rg National Center for Healthcare Leadership Health Leadership Competency Model 3.0 TABLE OF CONTENTS Table of Contents 3 Aknowledgements 4 Executive Summary 5 Figure 1 | Health Leadership Competency Model 3.0 5 Introduction 6 About the Health Leadership Competency Model 3.0 7 Table 1 | NCHL Competency Domains 8 Table 2 | NCHL Competency Definitions 9 Action Competency Domains 10 Boundary Spanning 11 Execution 15 Relations 24 Transformation 30 Enabling Competency Domains 35 Values 36 Health System Awareness & Business Literacy 38 Self-Awareness & Self-Development 42 About the National Center for Healthcare Leadership 46 About the Rush University HSM Leadership Center 46 N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg [ 3 ] Acknowledgements The National Center for Healthcare Leadership is grateful to the many healthcare leaders who supported this revision and revalidation effort. This includes the following individuals who participated as interviewees and/or participants in one or more focus groups and those who recommended participants for the interviews. We would also like to thank the hundreds of anonymous participants who volunteered to complete our validation surveys. This initiative would not have been successful without your participation. Pamela Abner, Mount Sinai Health System Paula Brown, Rush University Medical Center Aimee Allbritton, PhD, Memorial Health System Faye Campo, Ochsner Health System Conan Dickson, Johns Hopkins Medicine Joni Duncan, Ann & Robert H. Lurie Children’s Hospital of Chicago Ajani Dunn, Mayo Clinic Joseph Fournier, Intermountain Healthcare Andrea Paciello, Massachusetts General Hospital Michael Grubich, Aurora Health Care Jan Harrington-Davis, Henry Ford Health System Laurie Jensen, Henry Ford Health System Susan Lawler, PhD, Rush University Medical Center Daniel Lehman, UNC Healthcare Linda McHugh, Cleveland Clinic Gary Mecklenburg, Waud Capital Partners Le Joyce Naylor, Cleveland Clinic Kathy Oswald, Henry Ford Health System Alison Preston, UK Healthcare Thomas Priselac, Cedars-Sinai Health System [ 4 ] Todd Redden, Atrium Health Nancy Schlichting Tara Wiedeman, Carilion Clinic Theodore Witherell, Partners HealthCare We also would like to thank Andrew N. Garman, PsyD and Melanie P. Standish of Rush University HSM Leadership Center and Cassia K. Carter, Advocate Aurora Health for their outstanding efforts to research revise and revalidate the Health Leadership Competency Model 3.0. N at i o n a l Cente r fo r H e al t hc are Le ade r s hi p | nc hl. o rg Executive Summary The National Center for Healthcare Leadership (NCHL) is pleased to provide you with a revised and revalidated version of our signature interprofessional Health Leadership Competency Model. This new version 3.0 represents the work and input of hundreds of healthcare leaders who volunteered their time to participate in interviews, focus groups, and survey responses as part of the revision and validation process. The organizing framework for the model is displayed in Figure 1. The revised model is organized around four “action” domains and three “enabling” domains, which were derived from the current state-of-the-science in leadership development and performance research. The “action” domains contain competencies relevant to the direct work of leaders on the job. These include Execution, Relations, and Transformation, which parallel domains from the 2.1 model. Boundary Spanning was added to incorporate recent research in applied settings underscoring the critical importance of leaders’ management interdepartmental and interorganizational relationships2. The “enabling” domains involve core professional knowledge and self-awareness competencies that strengthen the effectiveness of the “action” domains. These include: Health System Awareness & Business Literacy, Self-Awareness & Self-Development, and Values. These domains represent the leader in the context of their preparation and development to effectively lead in their organization. Collectively the model includes 28 core competencies, each with accompanying behavioral descriptions at multiple levels of proficiency. The domain structure is designed to provide a user-friendly guide that can help practitioners first set high-level development priorities, and then select specific competencies to focus on to strengthen their capabilities within that domain. If your organization is interested in learning more about Health Leadership Competency Model 3.0, please contact info@nchl.org. FIGURE 1 | Health Leadership Competency Model 3.0 Boundary Spanning Transformation Action Competency Domains Execution Health System Awareness & Business Literacy Relations Self-Awareness & Self-Development Values Professional, Organizational, Personal Enabling Competency Domains (1) Calhoun, Judith, et al, (2008). Development of an Interprofessional Competency Model for Healthcare Leadership. Journal of Healthcare Management. 53 (6), 375-389. (2) Yukl, Gary. (2012). Effective Leadership Behavior: What We Know and What Questions Need More Attention. Academy of Management Perspectives. 26 (4), 66-85. N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg [ 5 ] Introduction Competency models provide an important cornerstone for designing strategically aligned learning programs. By specifying a “language of performance,” they help learners and mentors improve the quality of goal-setting, feedback, and identification of high-value learning activities that can accelerate leadership development. For more than a decade, NCHL has maintained an interprofessional leadership competency model on behalf of the health sector to help support leadership development activities in practice and academic settings of all kinds. In 2017-2018, NCHL embarked on a substantial revision and revalidation of its core model. With support from faculty and staff of the HSM Leadership Center at Rush University in Chicago, NCHL completed a four-phase process to ensure relevance of the revised model to highperforming leaders today, as well as the changing nature of leadership roles that are anticipated for the decade to come. The first phase of this process involved a systematic scan of published future scenario assessments for the year 2030, from a breadth of US and international sources from within and outside of healthcare. Trends identified from this scan were then vetted with focus groups of healthcare executives involved in leadership development in a variety of settings. Next, in-depth behavioral event interviews were conducted with paired-sample leaders representing different organizational and performance levels, and the results were crosswalked with the current NCHL Health Leadership Competency Model 2.1. Current research on leadership development was then reviewed to develop an evidence-based domain framework for the revised model. Finally, the revised model was distributed via electronic survey to a broader sample of health leaders to establish content validity and generalizability. As competency-based education, training, and professional development have evolved and progressed over the years, their use is critical to help respond to: [ 6 ] • • • • • • • • • • Ever-changing challenges of the 21st century Ongoing changes in practice environments and requirements Development of standards for best practices Interdisciplinary communications and interactions Peer and self-assessments of performance Communication across institutions, departments, service lines, and community-based partnerships Long-term planning for human capital development and management as a key organizational asset Career growth across health professions and career stages Development of accreditation standards and criteria Planning of educational and professional development programs across settings — classrooms, workplace, and distance-based formats A health leadership model adds significant value to the field of management and clinical practice, and to faculty. While outstanding health leaders have a lot in common with and demonstrate the behaviors of the best leaders of the top-performing organizations worldwide, they do so in an industry and environment that call for a higher level of both competence and professional values, given the specific context in which healthcare is provided, where the “end consumer” is ultimately all people. Health is a mission- and values-driven industry that is extraordinarily complex and, more than other sector, requires building consensus among independent constituencies, many of whom have broad social and political influence and impact. Leaders who have an impact must exercise influence and consensus- and coalition-building competencies at higher levels than their counterparts in other sectors. Finally, health leaders are especially challenged to create work climates that motivate high-quality, patient-centered care and retain high-demand talent in a very competitive marketplace. The NCHL Health Leadership Competency Model 3.0 reflects benchmarking against the best available evidence and thought leadership outside of health, adapted to them to the unique health environment. It provides a standard of leadership excellence, and translates it for improving professional development, organizational performance, health management education, and, ultimately, the health of the population. Cente N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg About the Health Leadership Competency Model 3.0 The Health Leadership Competency Model 3.0 is comprised of seven domains containing four “action” domains and three “enabling” domains. The Action Competency Domains describe leaders in the context of doing their work. These include: • • • • Execution Relations Transformation Boundary Spanning The Enabling Competency Domains describe preparation and development activities leaders need in order to effectively lead in the context of their preparation and development to effectively lead in their organization. These include: • Health System Awareness & Business Literacy • Self-Awareness & Self-Development • Values Competencies under each domain are shown in Table 1. The definitions for each domain and the related competencies and competency levels are provided in the following pages. TA B L E 1 | NCHL Competency Domains ENABLING DOMAINS AC TION DOMAINS BOUNDARY SPANNING • Community Collaboration • Organizational Awareness • Relationship & Network Development EXECUTION • Accountability • Achievement Orientation • Analytical Thinking • Communication Skills 1 – Writing • Communication RELATIONS • Collaboration • Impact & Influence • Interpersonal Understanding • Talent Development TRANSFORMATION VALUES • Change Leadership • Professional & • Information Social Responsibility HEALTH SYSTEM AWARENESS & BUSINESS LITERACY • Financial Skills • Self-Awareness • Human Resource • Self-Confidence Seeking • Innovation SELF-AWARENESS & SELF-DEVELOPMENT Management • Information • Strategic Orientation • Team Leadership Skills 2 – Speaking & Facilitating • Initiative • Performance Measurement • Process & Quality Improvement • Project Management N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg Technology Management • Well-Being [ 7 ] TA B L E 2 | NCHL Competency Definitions HEALT H L EA DE RSH I P CO M P E T E N C Y M O DE L 3. 0 AC T I O N CO M P E T E NC Y D O MA I NS B O U N DA RY S PA NNING Optimizing relationships between a leader’s span of control and the departments, organizations, communities, and/or broader networks within which it operates. Community Collaboration – The ability to align one’s own and the organization’s priorities with the needs and values of the community, including its cultural and ethnocentric values, and to move health forward in line with population-based wellness needs and national health agenda. Organizational Awareness – The ability to understand and learn the formal and informal decision-making structures and power relationships in an organization or industry (e.g., stakeholders, suppliers). This includes the ability to identify who the real decision makers are and the individuals who can influence them, and to predict how new events will affect individuals and groups within the organization. Relationship & Network Development – The ability to establish, build, and sustain professional contacts for the purpose of building networks of people with similar goals and that support similar interests. E X E C U TI O N Translating vision and strategy into actions supporting optimal organizational performance. Accountability – The ability to hold people accountable to standards of performance or ensure compliance by effectively and appropriately using the power of one’s position or personality, with the long-term good of the organization in mind. Achievement Orientation – A concern for surpassing standards of excellence. Standards may involve past performance (striving for improvement); objective measures (results orientation); outperforming others (competitiveness); challenging goals, or redefining the nature of the standards themselves (innovation). Analytical Thinking – Developing a deeper understanding of a situation, issue, or problem by breaking it down or tracing its implications step-by-step. It includes organizing the parts of a situation, issue, or problem systematically; making systematic comparisons of different features or aspects; setting priorities on a rational basis; and identifying time sequences, causal relationships, or if-then relationships. Communication Skills 1 – Writing – The ability to use written communications in formal and informal situations to convey meaning, build shared understanding, and productively move agendas forward. Communication Skills 2 – Speaking & Facilitating – The ability to use spoken communications in formal and informal situations to convey meaning, build shared understanding, and productively move agendas forward. [ 8 ] Initiative – Identifying a problem, obstacle, or opportunity and taking action in light of this identification to address current or future problems or opportunities. Initiative emphasizes proactively doing things and not simply thinking about future actions. Levels of proficiency relate to the time scale of focus, moving from addressing current situations to acting on long-term future opportunities or problems. Performance Measurement – The ability to understand and use statistical and financial metrics and methods to set goals and measure clinical as well as organizational performance; commits to and deploys evidence-based techniques. Process & Quality Improvement – The ability to analyze and design or improve an organizational process, including incorporating the principles of high reliability, continuous quality improvement, and user-centered design. Project Management – The ability to plan, execute, and oversee a multi-year, large-scale project involving significant resources, scope, and impact. Examples include the construction of a major building, implementation of a new enterprise-wide information system, or development of a new service line. RE L ATI O N S Leading, through example and actions, to create an organizational climate that values employees from all backgrounds, provides a healthy and energizing environment in which to work, and encourages everyone’s ongoing development. Collaboration – The ability to work cooperatively and inclusively with other individuals and/or teams they do not formally lead; working together, as opposed to working separately or competitively. Impact & Influence – The ability to persuade, convince, influence, or impress others (individuals or groups) in order to get them to go along with or to support one’s opinion or position. The “key” is understanding others’ interests and motivations, in order to have a specific impact, effect, or impression on them and/or convince them to take a specific course of action. N at i o n a l Cente r fo r H e al t hc are Le ade r s hi p | nc hl. o rg R E L ATI O N S ( c o n ’ t ) Interpersonal Understanding – The ability to accurately hear and understand the unspoken or partly expressed thoughts, feelings, and concerns of others, especially those who may represent diverse backgrounds and very different worldviews. Levels of proficiency relate to the increasing complexity and depth of understanding, as well as openness to perspectives very different from one’s own. Talent Development – The ability to build the breadth and depth of the organization’s human capability and professionalism, including supporting top-performing people and taking a personal interest in coaching and mentoring high-potential leaders. Team Leadership – The ability to lead groups of people toward shared visions and goals, from forming a team that possesses balanced capabilities, to setting its mission, values, and norms, and holding team members accountable individually and as a group for results. TR A N S F O RMATI ON Creating and implementing compelling and inclusive change processes in support of improving health quality, efficiency, and access. Change Leadership – The ability to energize stakeholders and sustain their commitment to changes in approaches, processes, and strategies. Information Seeking – An underlying curiosity and desire to know more about things, people, and issues, including the desire for knowledge and staying current with health, organizational, industry, and professional trends and developments. It includes pressing for more precise information; resolving discrepancies by asking a series of questions; and scanning for potential opportunities or information that may be of future use, as well as staying current and seeking best practices for adoption. Innovation – The ability to approach one’s work and the organization in new and breakthrough ways, including applying complex concepts, developing creative new solutions, or adapting previous solutions in promising new ways. Strategic Orientation – The ability to consider the business, demographic, ethno-cultural, political, and regulatory implications of decisions and develop strategies that continually improve the long-term success and viability of the organization. ENA B L I N G CO M P E T E NC Y D O MA I NS VA LU E S Understanding and utilizing personal, professional, and organizational values to guide decision-making. Professional & Social Responsibility – The demonstration of ethics, sound professional practices, social accountability, and community stewardship. Acting in ways that are consistent with one’s values and what one says is important. H E A LTH S YS TE M AWA RENES S & BUS INES S L ITER AC Y Understanding the health system’s current business and operating frameworks as well as the dynamic context within which they operate (e.g., community, competitive, human resources, financial, legal, policy, and environmental). Financial Skills – The ability to understand and explain financial and accounting information, prepare and manage budgets, and make sound longterm investment decisions. Human Resource Management – The ability to implement staff development and other management practices that represent contemporary best practices, comply with legal and regulatory requirements, and optimize the performance of the workforce, including performance assessments, alternative compensation and benefit methods, and the alignment of human resource practices and processes to meet the strategic goals of the organization. Information Technology Management – The ability to see the potential for administrative and clinical technologies to support process and performance improvement. Actively sponsors the continuous seeking of enhanced technological capabilities. S E L F -AWA R E N E S S & S EL F-DE V ELO PM ENT Ongoing habits and actions taken to continuously improve self-knowledge, interpersonal effectiveness, and well-being. Self-Awareness – The ability to have an accurate view of one’s own strengths and development needs, including the impact that one has on others. A willingness to address development needs through reflective, self-directed learning, and by trying new approaches. Self-Confidence – A belief in one’s own capability to successfully accomplish their work. This includes confidence in one’s ability as expressed in increasingly challenging circumstances, and confidence in one’s decisions or opinions. Well-Being – Establishes habits supporting well-being, and creates a work climate supportive of the total health of oneself and others. This includes role-modeling healthy habits and practices, and monitoring internal and external environments for opportunities to improve health. N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg [ 9 ] AC TION COMPE TENC Y DOMAINS The Action Competency Domains include: Boundary Spanning, Execution, Transformation, and Relations. Definitions for each domain and the related competencies and competency levels are provided below. Boundary Spanning Transformation Action Competency Domains Execution Relations [ 10 ] Health System Awareness & Business Literacy Self-Awareness & Self-Development Values Professional, Organizational, Personal N at i o n a l Cente r fo r H e al t hc are Le ade r s hi p | nc hl. o rg Enabling Competency Domains B O U N D A R Y S PA N N I N G B O U N D A R Y S PA N N I N G Optimizing relationships between a leader’s span of control and the departments, organizations, communities, and/or broader networks within which it operates. • Community Collaboration • Organizational Awareness • Relationship & Network Development Boundary Spanning Transformation Action Competency Domains Execution Health System Awareness & Business Literacy Relations Self-Awareness & Self-Development Values Professional, Organizational, Personal N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg Enabling Competency Domains [ 11 ] B O U N D A R Y S PA N N I N G Community Collaboration Boundary Spanning The ability to align one’s own and the organization’s priorities with the needs and values of the community, including its cultural and ethnocentric values, and to move health forward in line with population-based wellness needs and national health agenda. Transformation Action Competency Domains Execution Health System Awareness & Business Literacy Relations Self-Awareness & Self-Development Values Professional, Organizational, Personal Level Level Description 1 Responds Appropriately to Community Needs – Follows through, when asked, on inquiries, requests, complaints; Keeps stakeholders up-to-date about progress of projects or other events that impact them 2 Maintains Clear Communication – Maintains clear communication with community leaders and constituents regarding mutual expectations; Monitors community satisfaction and potential health needs; Regularly distributes helpful information to key stakeholders; Gives friendly, cheerful service 3 Takes Personal Responsibility for Initiating Collaborative Planning – Corrects problems promptly and non-defensively; Takes personal responsibility for correcting service problems; Initiates collaborative planning; Mobilizes resources to meet community health needs and challenges 4 Participates with and Understands the Community – Sponsors activities, takes action, and conducts data gathering to understand the health needs of the local and regional communities; Gets involved in the community for the purposes of increasing wellness and presenting a good image of the organization; Is routinely involved in community health programs, interventions, and services 5 Serves the Community – Takes deliberate action to support the local and regional community’s health values and needs; Initiates or develops new services to address the specific needs of the population and how it wants to receive health, recognizing ethnic and cultural differences; Works with other regional health organizations and constituencies to create comprehensive and integrated systems to promote long-term wellness by addressing community needs; Advocates for community health needs and priorities [ 12 ] N at i o n a l Cente r fo r H e al t hc are Le ade r s hi p | nc hl. o rg Enabling Competency Domains B O U N D A R Y S PA N N I N G Organizational Awareness Boundary Spanning The ability to understand and learn the formal and informal decision-making structures and power relationships in an organization or industry (e.g., stakeholders, suppliers). This includes the ability to identify who the real decision makers are and the individuals who can influence them, and to predict how new events will affect individuals and groups within the organization. Transformation Action Competency Domains Execution Health System Awareness & Business Literacy Relations Self-Awareness & Self-Development Values Professional, Organizational, Personal Level Enabling Competency Domains Level Description 1 Uses Formal Structure – Uses the formal structure or hierarchy of an organization to get things done; Understands chain of command, positional power, rules and regulations, and policies and procedures 2 Applies Understanding of Informal Structure – Uses the informal structure of an organization when the formal structure does not work as well as desired; Recognizes key actors and decision influencers; Applies this knowledge when formal structure does not work as well as desired 3 Adapts Actions to Climate and Culture – Recognizes norms and values of an organization, including the unspoken guidelines about what people are and are not comfortable doing, and what is and is not possible at certain times or by people in certain positions; Adopts the “language and feel” of the organization; Uses formats and terminology that reflect the environment 4 Considers Priorities and Values of Multiple Constituencies – Takes time to become familiar with the expectations, priorities, and values of health’s many stakeholders (e.g., physicians, nurses, patients, staff, professionals, families, community leaders); Uses this understanding to build coalitions and consensus around the organization’s vision, priorities, and national health and wellness agendas; Recognizes and/or uses ongoing power and political relationships within the constituencies (alliances, rivalries) with a clear sense of organizational impact 5 Acts Using Insights of Stakeholders’ Underlying History and Issues – Addresses the deeper reasons for organization, industry, and stakeholder actions, such as the underlying cultural, ethnic, economic, and demographic history and traditions; Uses these insights to gain long- term support for the creation of local, regional, and national or international integrated health systems that achieve collective agendas for health and wellness N at i o n a l Ce nte r fo r H e al t hc are Le ade r s hi p | nc hl. o rg [ 13 ] B O U N D A R Y S PA N N I N G Relationship & Network Development The ability to establish, build, and sustain professional contacts for the purpose of building networks of people with similar goals and that support similar interests. Boundary Spanning Transformation Action Competency Domains Execution Health System Awareness & Business Literacy Relations Self-Awareness & Self-Development Values Professional, Organizational, Personal Level Level Description 1 Develops or Sustains Informal Contacts – Makes and sustains informal contacts that extend beyond formal work relationships; Is approachable; Can engage in “small talk” and informal conversations 2 Builds Rapport with Associates – Maintains friendly relations and rapport with work contacts; Attends events with associates and other business contacts that provide informal mingling such as business meals, civic events, and recreational outings; Finds areas in common with associates and uses them to build friendly relations 3 Sustains Formal Contacts – Organizes activities or social gatherings designed to improve or strengthen relationships with others; Creates forums for conducting business; Participates in a broad range of relationships with others who have the potential to become strong business allies 4 Establishes Important Relationships with Key Leaders – Works to meet key people in the health industry, the community, and other constituencies; Identifies the “movers and shakers” — today and the future — and establishes good working relationships with them 5 Builds and Sustains Strong Personal Networks – Builds personal relationships with colleag