This article discusses a four step process called O.A.R.S that physician leaders can use to clarify their roles and authority in times of uncertainty. The four steps are: 1) Define the outcome wanted, 2) Assess the actual current status, 3) Determine what research and development is needed to close any gaps, and 4) Commit to a specific next step to work towards the outcome. The article provides examples of two physician leaders who worked through unclear situations using the O.A.R.S. process to gain clarity and direction in their new leadership roles.
Why compassion is a better managerial tactic than toughnessAlex Clapson
Research by Fiona Lee at the University of Michigan that shows that promoting a culture of safety — rather than fear of negative consequences – helps encourage the spirit of experimentation so critical for creativity.
Liked or In Charge: The Womens' Management DilemmaPatricia Raymond
Are you their buddy, or their boss? Sometimes have difficulty separating the two? The role of women in the workplace as employer and employee is fraught with difficulty as we lack the tools to comfortably be in charge, when we really want to be friends. The socialization of women in childhood to play well together, and to avoid being labeled ‘bossy’, causes women physicians to have experience conflict in the estrogen-laden hierarchy of medicine.
Why compassion is a better managerial tactic than toughnessAlex Clapson
Research by Fiona Lee at the University of Michigan that shows that promoting a culture of safety — rather than fear of negative consequences – helps encourage the spirit of experimentation so critical for creativity.
Liked or In Charge: The Womens' Management DilemmaPatricia Raymond
Are you their buddy, or their boss? Sometimes have difficulty separating the two? The role of women in the workplace as employer and employee is fraught with difficulty as we lack the tools to comfortably be in charge, when we really want to be friends. The socialization of women in childhood to play well together, and to avoid being labeled ‘bossy’, causes women physicians to have experience conflict in the estrogen-laden hierarchy of medicine.
Wondering if you’re experiencing burnout? Looking for ways to prevent and address physician burnout in your staff? This webinar is for you.
Physician burnout rates are at an all-time high. Over 40% of physicians currently report burnout and the overwhelming majority will likely experience burnout at some point in their careers. In today’s ever-changing healthcare field, this probably doesn’t come as a surprise to many. But how we help address this growing crisis among our medical staff?
We created this presentation in partnership with Doug Gray, a leadership consultant and physician burnout expert. Doug is founder of Action-Learning, a leadership consulting group that specializes in providing confidential coaching and consulting on physician burnout. In addition to working with hundreds of executive leaders in the Healthcare, Energy, Manufacturing, IT, Construction and Financial industries, Action-Learning has helped many doctors in the healthcare field overcome their burnout.
Lean to identify burnout in yourself and others, and take the necessary steps to reduce your stress and get back to a better provider experience.
This presentation was included in an eVisit webinar. Request a recording here: http://try.evisit.com/webinar-how-to-address-physician-burnout/
Setting & Maintaining Professional Boundaries Alex Clapson
The ability to set and maintain professional boundaries is critical to an effective, sustainable career in social work. Social workers make judgments regarding boundaries on a daily basis, and these decisions affect not only their own well-being but also that of their clients, colleagues, and loved ones.
It is not surprising, then, that the topic of boundaries pervades social work education from introductory curricula through advanced professional development workshops.
Barry's standard handouts providing a narrative description of what he presents. Includes a discussion of the common factors and the Partners for Change Outcome Management System
Protect the rights of the client when delivering services
Use effective problem solving techniques when exposed to competing value systems
Ensure services are available to all clients regardless of personal values, beliefs, attitudes and culture
Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person
Recognise unethical conduct and report to an appropriate person
Work within boundaries and constraints applicable to work role
Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality
Demonstrate awareness of own personal values and attitudes and take into account to ensure non-judgmental practice
Recognise, avoid and/or address any conflict of interest
Summary
Additional resources
Financial counselors and educators find themselves in a quandary. They offer their clients a wealth of information about how to overcome financial obstacles and achieve financial goals. However, clients often lack the motivation to act on this information. Good information is necessary but often insufficient to motivate action. Motivational Interviewing, or MI, provides a powerful set of tools any helping professional can use to motivate change. MI has been refined by 30 years of research resulting in over 200 published studies with a variety of populations. MI has been found effective wherever helping professionals need to motivate behavior change.
Register for webinar, find supportive materials and join the webinar here: https://learn.extension.org/events/2638
LDP A. What life lessons, skills, and values are central to yo.docxDIPESH30
LDP
A. What life lessons, skills, and values are central to your current success? What role models or mentors helped you learn those lessons, develop those skills, or assume those values? In what ways are you like them?
I find that I am an honest and caring leader who values efficiency. I can project trust to my superiors and my subordinates, I have the gift of project confidence to others, and after I realized this quality in myself I have been trying to master this gift.
I don’t think I had a mentor in my life that influenced the leader I become. The closest was a German Physician with the worst rigid character I’ve ever seen but the nicest person after work, I notice than in general the people who work with him, dislike his behavior but at the same time value his company after work. I notice that his great character for issues beside work, were more valuable for people than working with him, and his temper was tolerable for that.
I had learned more reading about great leaders from history than from mentors. The history of civilization goes around politics and diplomacy and the great business leaders of history as Alexander the great, Napoleon, Lincoln, Roosevelt, JP Morgan, Rockefeller, Tesla, Ford, Steve Jobs and the list may go on. All this great men has influenced my life more than any other human alive.
B. Which bosses have made a lasting impression on you? What did you learn from each? How does your managerial style reflect that?
I have learned more from co-workers and their interactions with subordinates, than from my former bosses. Every one of them has positive management points, but in general I can’t think of any who left such a positive impression that change my style. For the other part I had a great boss, excellent human been who micromanagement everything, the lesson I learned from him was not to do it ever to the people who work for me. I learned how micromanagement neutralizes employee’s intellectual growth; affect the person’s overall emotional evaluation of his or her own worth. Additional to this put more pressure to the leader who overworks for issues that should be delegated.
At the time I was attending for Emergency medicine, I learn from a colleague how, to project calm under pressure make your team confident, efficient, and respectful. I learned from another colleague, how to be human and caring without be taking as a soft boss, in fact he amazed me how been very pleasant at the same time was very strict for work matters.
My managerial style is reflected in how my staff respect me as a boss, they appreciate that I fully support them. I am invited to more meetings that I should be because people enjoy my comments and suggestions, in general people that work with me, appreciate me. I know it because after I leave different positions in my professional life, most of my former staff keep in touch and care about me.
C. What roles have you held over the course of your career? What skills brought you reco ...
Wondering if you’re experiencing burnout? Looking for ways to prevent and address physician burnout in your staff? This webinar is for you.
Physician burnout rates are at an all-time high. Over 40% of physicians currently report burnout and the overwhelming majority will likely experience burnout at some point in their careers. In today’s ever-changing healthcare field, this probably doesn’t come as a surprise to many. But how we help address this growing crisis among our medical staff?
We created this presentation in partnership with Doug Gray, a leadership consultant and physician burnout expert. Doug is founder of Action-Learning, a leadership consulting group that specializes in providing confidential coaching and consulting on physician burnout. In addition to working with hundreds of executive leaders in the Healthcare, Energy, Manufacturing, IT, Construction and Financial industries, Action-Learning has helped many doctors in the healthcare field overcome their burnout.
Lean to identify burnout in yourself and others, and take the necessary steps to reduce your stress and get back to a better provider experience.
This presentation was included in an eVisit webinar. Request a recording here: http://try.evisit.com/webinar-how-to-address-physician-burnout/
Setting & Maintaining Professional Boundaries Alex Clapson
The ability to set and maintain professional boundaries is critical to an effective, sustainable career in social work. Social workers make judgments regarding boundaries on a daily basis, and these decisions affect not only their own well-being but also that of their clients, colleagues, and loved ones.
It is not surprising, then, that the topic of boundaries pervades social work education from introductory curricula through advanced professional development workshops.
Barry's standard handouts providing a narrative description of what he presents. Includes a discussion of the common factors and the Partners for Change Outcome Management System
Protect the rights of the client when delivering services
Use effective problem solving techniques when exposed to competing value systems
Ensure services are available to all clients regardless of personal values, beliefs, attitudes and culture
Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person
Recognise unethical conduct and report to an appropriate person
Work within boundaries and constraints applicable to work role
Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality
Demonstrate awareness of own personal values and attitudes and take into account to ensure non-judgmental practice
Recognise, avoid and/or address any conflict of interest
Summary
Additional resources
Financial counselors and educators find themselves in a quandary. They offer their clients a wealth of information about how to overcome financial obstacles and achieve financial goals. However, clients often lack the motivation to act on this information. Good information is necessary but often insufficient to motivate action. Motivational Interviewing, or MI, provides a powerful set of tools any helping professional can use to motivate change. MI has been refined by 30 years of research resulting in over 200 published studies with a variety of populations. MI has been found effective wherever helping professionals need to motivate behavior change.
Register for webinar, find supportive materials and join the webinar here: https://learn.extension.org/events/2638
LDP A. What life lessons, skills, and values are central to yo.docxDIPESH30
LDP
A. What life lessons, skills, and values are central to your current success? What role models or mentors helped you learn those lessons, develop those skills, or assume those values? In what ways are you like them?
I find that I am an honest and caring leader who values efficiency. I can project trust to my superiors and my subordinates, I have the gift of project confidence to others, and after I realized this quality in myself I have been trying to master this gift.
I don’t think I had a mentor in my life that influenced the leader I become. The closest was a German Physician with the worst rigid character I’ve ever seen but the nicest person after work, I notice than in general the people who work with him, dislike his behavior but at the same time value his company after work. I notice that his great character for issues beside work, were more valuable for people than working with him, and his temper was tolerable for that.
I had learned more reading about great leaders from history than from mentors. The history of civilization goes around politics and diplomacy and the great business leaders of history as Alexander the great, Napoleon, Lincoln, Roosevelt, JP Morgan, Rockefeller, Tesla, Ford, Steve Jobs and the list may go on. All this great men has influenced my life more than any other human alive.
B. Which bosses have made a lasting impression on you? What did you learn from each? How does your managerial style reflect that?
I have learned more from co-workers and their interactions with subordinates, than from my former bosses. Every one of them has positive management points, but in general I can’t think of any who left such a positive impression that change my style. For the other part I had a great boss, excellent human been who micromanagement everything, the lesson I learned from him was not to do it ever to the people who work for me. I learned how micromanagement neutralizes employee’s intellectual growth; affect the person’s overall emotional evaluation of his or her own worth. Additional to this put more pressure to the leader who overworks for issues that should be delegated.
At the time I was attending for Emergency medicine, I learn from a colleague how, to project calm under pressure make your team confident, efficient, and respectful. I learned from another colleague, how to be human and caring without be taking as a soft boss, in fact he amazed me how been very pleasant at the same time was very strict for work matters.
My managerial style is reflected in how my staff respect me as a boss, they appreciate that I fully support them. I am invited to more meetings that I should be because people enjoy my comments and suggestions, in general people that work with me, appreciate me. I know it because after I leave different positions in my professional life, most of my former staff keep in touch and care about me.
C. What roles have you held over the course of your career? What skills brought you reco ...
Research Goals and Research Questions-Qualitative or Quantitative-Give.docxhenry34567896
Research Goals and Research Questions:
Qualitative or Quantitative?
Given that you now know the philosophical differences in qualitative and qualitative research, you should now be able to distinguish between those types of research goals. See this list attached of research goals and research questions. 1) Match the research goal to the research question(s) and 2) identify them as either qualitative or quantitative (no mixed methods yet), and 3) explain WHY it is so.  Use the table below to cut/paste the goals and questions into and provide your answers. Look for specific key words to help you differentiate between qualitative and quantitative, and remember that the “why†answer is vital.
Research Goal
1. The goal of this study is to investigate whether leaders' well-being, in the form of positive affect and job stress, can be explained by leader-member exchange (LMX) quality at the group level of analysis.
2. What is the process of negotiating and reaching consensus within a particular social structure?
3. The purpose of this study is to explore how spousal carers of people with MS interpreted their lived experience with their partner, the way in they assigned meaning to their being in such a situation, and the skills and knowledge they have developed to live with their situation.
4. The purpose of this study was to investigate decision-making experiences and the social psychological processes family member surrogates use for health care decisions as they related to decision making with and for a terminally ill family member.
5. The purpose of this study is to examine the extent to which leaders' and teams' goals work together to affect a range of outcomes when their teams fail to regulate (i.e., when they focus exclusively on one particular type of goal). We explicitly focused on learning and performance goals because this distinction is perhaps the most obvious and salient type of goal tension in work organizations.
6. What role does friendship play in girls’ developing sense of self? Specifically, does girls’ friendship provide a form of resilience as they transition from childhood to adolescence?
7. This study will examine the roles of experiential opportunities, organization-initiated cross-cultural experiences (i.e., those found in leadership development programs) and non-work cross-cultural experiences.
8. The goal of this study is to analyze the conditions under which women are promoted to top leadership positions and exploring the challenges they face post-promotion.
Research Questions
1. What do caregivers define as successful day-to-day experience?
2. How do girls describe the development of their sense of self during transition from childhood to adolescence?
3. Does group-level analysis of leader-member exchange explain leaders’ psychological states of leader well-being, in the form of positive affect and job stress?
4. After promotion, do female leaders experience a lack of support and/or challenges to their le.
Running head: CAREER PLANNING 1
CAREER PLANNING 7
Career Planning
Student Name:
Institution Name:
Instructor Name:
Submission Date:
Study of a bachelor’s degree in psychology is very significant in various ways. Studying psychology provides skills for the graduates to take a number of careers later in life. Generally, studying psychology enables one to know the dynamics in human thinking and why they make certain decisions and display particular behaviors. In the course of studying psychology, a student will be able to examine the behavior of humans in relevance to a number of fields such as; mental and clinical health, business and crime among others (Kuther, 2016). Studying of psychology is important in everyday life and the graduate will benefit in various ways. One will be skilled in having better relationships with others as they will have better understanding of their behaviors. One’s communication skills will be enhanced due to better understanding of skills and behaviors of others. Self-confidence will also be improved because one will understand own personality. Given the various settings and fields in which a psychology graduate can work in, the most suitable setting for me is on mental health. This paper will focus on the proper transition that I will undertake from my studies to profession setting.
Work Values
Following the self-inventory and self-assessment exercise, I came up with a total of five work values applicable to me. I recognize that making my career choice on the basis of the work values will be important in ensuring that I have greater satisfaction and fulfillment in my work. The first value is flexibility and this is evident in me as I am not rigid to the set schedules, rather I am willing and able to respond to different expectations and circumstances. Flexibility is an important value in work as one can handle different responsibilities and tasks and thus will be more productive. I also have the push to help others and this is with the aim of betterment of the community. This is a clear indication where its results will be better living in the society. Helping those in various needs will improve their standards and this will benefit the society as a whole in the end.
I have also had an impact in the activities that I have been involved in. This is because of the various accomplishments I realized. This is important as it indicates that I add value in whatever activity I undertake. The other value that I have is the influence I have over other people, this value is importance in all levels of work from being an ordinary employee, a supervisor or even a manager. With this value, I can be able to persuade others so that they can change ...
1
1
Leadership Philosophy: Nursing
Pamella Brown
Masters in Nursing, Walden University
NURSING 6053, Section 01, Interprofessional Organizational and System Leadership
Sandra Siedlecki
April 11, 2021
Through the journey of becoming a leader, it is inevitable for one to emulate and look up to a given leader to follow and follow in their footsteps or even eventually doing better than they did. However, one through the leadership journey unknowingly, one form their unique leadership philosophy that will follow through the trip (Figliuolo, 2011 as cited in Speranza & Pierce, 2019). This paper will highlight my personal views on leadership and how I perceive it to be. Personally, leadership in the workspace is an essential entity that aims to address and show people when I become a leader. I will be what guides and motivates me toward good leadership and my personal goals towards good leadership. Therefore, this paper is a discussion of my vision, core values, and missions in leadership. Additionally, this paper will cover my assessment of my strengths through the Clifton strength assessment technique, summarise the profile of my skills and mention the key areas I would like to strengthen.
Core Values
To dictate your leadership journey and behavior, one needs to have core values to guide them and keep them in line. In nursing, and from a personal view, caring, perseverance, honesty, learning, and ambition to set a goal and work to achieve them should be a leader's core values. However, the underlying core value every nurse should possess is being caring. Dyess (2015) states that the uniting and transforming factor in the nursing profession is caring, giving a sense of responsibility to the patients. From the leadership perspective, caring is a significant value. Not only does it help in connecting with patients and with my colleagues. Caring bring about co-operation in the workspace. If employees feel cared for, it automatically commands respect and understanding. Thus, since my inception into nursing education and career life, it has been the first core value to embrace.
Learning and perseverance also prioritize my core values, from the two core values other relevant to leadership in nursing. Knowledge and determination enable one to develop diversity as a core value which is crucial in adapting to problematic situations and embracing the different cultures and people's ways of life in the workplace. American Nurses Association put out diversity being an essential quality in nursing, acknowledging and appreciating that there are several beliefs, thoughts, and attitudes in the health-seeking behaviors in the healthcare sector. Diversity is a portrayal of how we interreact with the society and our responsibility to uphold the code of ethics during health care delivery, considering and without bias toward the indifference religion, beliefs, cultures, and priorities with patients and fellow worker ...
1
1
Leadership Philosophy: Nursing
Pamella Brown
Masters in Nursing, Walden University
NURSING 6053, Section 01, Interprofessional Organizational and System Leadership
Sandra Siedlecki
April 11, 2021
Through the journey of becoming a leader, it is inevitable for one to emulate and look up to a given leader to follow and follow in their footsteps or even eventually doing better than they did. However, one through the leadership journey unknowingly, one form their unique leadership philosophy that will follow through the trip (Figliuolo, 2011 as cited in Speranza & Pierce, 2019). This paper will highlight my personal views on leadership and how I perceive it to be. Personally, leadership in the workspace is an essential entity that aims to address and show people when I become a leader. I will be what guides and motivates me toward good leadership and my personal goals towards good leadership. Therefore, this paper is a discussion of my vision, core values, and missions in leadership. Additionally, this paper will cover my assessment of my strengths through the Clifton strength assessment technique, summarise the profile of my skills and mention the key areas I would like to strengthen.
Core Values
To dictate your leadership journey and behavior, one needs to have core values to guide them and keep them in line. In nursing, and from a personal view, caring, perseverance, honesty, learning, and ambition to set a goal and work to achieve them should be a leader's core values. However, the underlying core value every nurse should possess is being caring. Dyess (2015) states that the uniting and transforming factor in the nursing profession is caring, giving a sense of responsibility to the patients. From the leadership perspective, caring is a significant value. Not only does it help in connecting with patients and with my colleagues. Caring bring about co-operation in the workspace. If employees feel cared for, it automatically commands respect and understanding. Thus, since my inception into nursing education and career life, it has been the first core value to embrace.
Learning and perseverance also prioritize my core values, from the two core values other relevant to leadership in nursing. Knowledge and determination enable one to develop diversity as a core value which is crucial in adapting to problematic situations and embracing the different cultures and people's ways of life in the workplace. American Nurses Association put out diversity being an essential quality in nursing, acknowledging and appreciating that there are several beliefs, thoughts, and attitudes in the health-seeking behaviors in the healthcare sector. Diversity is a portrayal of how we interreact with the society and our responsibility to uphold the code of ethics during health care delivery, considering and without bias toward the indifference religion, beliefs, cultures, and priorities with patients and fellow worker ...
MAKING OB WORK FOR MEWhat Is OB and Why Is It ImportantTH.docxcroysierkathey
MAKING OB WORK FOR ME
What Is OB and Why Is It Important?
THE VALUE OF OB TO MY JOB AND CAREER
The termorganizational behavior (OB)describes an interdisciplinary field dedicated to understanding and managing people at work. To achieve this goal, OB draws on research and practice from many disciplines, including:
· Anthropology
· Economics
· Ethics
· Management
· Organizational theory
· Political science
· Psychology
· Sociology
· Statistics
· Vocational counseling
How OB Fits into My Curriculum and Influences My SuccessA Contingency Perspective—The Contemporary Foundation of OB
Acontingency approachcalls for using the OB concepts and tools that best suit the situation, instead of trying to rely on “one best way.” This means there is no single best way to manage people, teams, or organizations. A particular management practice that worked today may not work tomorrow. What worked with one employee may not work with another. The best or most effective course of action instead depends on the situation.
Thus, to be effective you need to do what is appropriate given the situation, rather than adhering to hard-and-fast rules or defaulting to personal preferences or organizational norms. Organizational behavior specialists, and many effective managers, embrace the contingency approach because it helps them consider the many factors that influence the behavior and performance of individuals, groups, and organizations. Taking a broader, contingent perspective like this is a fundamental key to your success in the short and the long term.How Self-Awareness Can Help You Build a Fulfilling Career
The Stanford Graduate School of Business asked the members of its Advisory Council which skills are most important for their MBA students to learn. The most frequent answer was self-awareness.6 The implication is that to have a successful career you need to know who you are, what you want, and how others perceive you. Larry Bossidy (former CEO of Honeywell) and Ram Charan (world-renowned management expert) said it best in their book Execution: “When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings. … Self-awareness gives you the capacity to learnPage 6 from your mistakes as well as your successes. It enables you to keep growing.”9 They also argue that you need to know yourself in order to be authentic—real and not fake, the same on the outside as the inside. Authenticity is essential to influencing others, which we discuss in detail in Chapter 12. People don’t trust fakes, and it is difficult to influence or manage others if they don’t trust you.
As professors, consultants, and authors, we couldn’t agree more! To help you increase your self-awareness we include multiple Self-Assessments in every chapter. These are an excellent way to learn about yourself and see how OB can be applied at school, at work, and in your personal life. Go to Connect, complete the assessments, and then answer the questions included in ...
Running head: PROFESSIONAL GOALS 1
PROFESSIONAL GOALS 2
Professional Goals
Janeika Barnes
Walden University
NURS 6565 Synthesis in Advanced Practice Care of Complex Patients in Primary Care Settings
Professor: Amy Hamlin
March 3,2018
Professional Goals
Short-term goals and their impact
The short-term goals that I will set include; becoming a certified board member, choosing the patient population to serve as well as evaluating potential employers carefully. Becoming a certified board member will help me become more confident as a nursing practitioner, as well as boost my marketability in the competitive industry. In an effort to ensure that I become a certified board member in record time, I will undertake to apply for the exams before I leave RN and ensure that I am able to sit for them within three or four months after application.
The selection of the patient population encompasses the finding of the perfect position from which I will be able to grow and I will thus have to decide on a specific population that I will serve such as cardiac or the old age people. This will help ensure I am able to easily network within that given specialty area. The third goal that I will set is critical evaluation of the potential employers in which I will undertake to ask about job expectations, such as work hours, patients to be served as well as growth opportunities such as training programs. This will help ensure I land an employer that offers growth opportunities as well as an enabling environment to hone my skills as a nursing practitioner (Masters, 2017).
Long-term Goals and Their Impact
These goals include; get my name out there, engaging in research as well as advancing my qualifications. In an effort to increase my marketability, I will ensure that I stay in touch with the various individuals that I completed my practice with and who are likely to help with recommendations in the event I decide to advance career-wise. I will also ensure that I engage other nursing practitioners who are in the field whether older or even younger and who might help in giving advice as well as recommending career opportunities that might help in my growth. The engagement in research will help advance my understanding of contemporary issues and nursing topics while also giving me the chance to increase my marketability (Masters, 2017). This will add more value on my portfolio and thus increases my chances of advancing in the field. Academic qualifications will play a crucial role in ensuring I continuously hone my skills as well as improve my employability standings; it will also help me improve my leadership skills thus prepare me for a role as a nursing leader.
Strategic Plan
In an effort to ensure that I am able to achieve these goals I will set in place a strategic plan that will address the short-term as well as the long-term goals. In an effort to ensure that I mee ...
In a summary of 180 words, answer the question below. No works citLizbethQuinonez813
In a summary of 180 words, answer the question below. No works cited.
-What is the purpose of the criminal justice system?
-What are the main components of the criminal justice system?
-Consider your community. Describe the role of each component in the criminal justice process and the intersection between the criminal justice system and the field of human services in your community.
1
14
Clinical Skills Self-Assessment
Student’s Name
Institutional Affiliation
Professor’s Name
Course
Date
Clinical Skills Self-Assessment
Everyone possesses some qualities that are referred to as strengths and weaknesses. Both a person's strengths and limitations can affect the decisions that person makes. As a nursing student, I need to become aware of my strengths and weaknesses. Comparing one's strengths to one's weaknesses helps one grow as a person through time, and having solid powers can help someone become more focused. This paper will discuss the three strengths and weaknesses and the three clinical skills that a nursing student would like to have mastered before graduating from the nursing program.
Strengths
My first strength is Communication Skills. Communication skill is the ability to communicate clearly and effectively with coworkers, patients, and families. Even the people who worked under me and in the office while I was a supervisor informed me that I had an excellent capacity to communicate and engage with others. According to Mata et al. (2021), respect, comfort, open communication, and reassuring the patient are the foundations of a healthy connection. This is the first step in developing a positive working relationship with the patient. Instead of offering my thoughts, I made it a point to pay attention to what my patients had to say. By doing so, I can comprehend what my patient is attempting to convey, allowing me to provide an appropriate response. At the beginning of a meeting between a patient and a provider, I like to start by asking open-ended questions. Then at the end, I want to ask "if there are any additional questions or concerns I can answer before I leave the room." I show respect for them by providing the correct response, which indicates that I am paying attention to the conversation that they are having.
My second strength is the documentation. According to Svavarsdottir & Gisladottir (2019), maintaining charts promptly is a vital task in nursing. One of my most remarkable abilities is creating multiple papers at the same time. During my initial stint as a nurse, I spent significant time documenting activities similar to those I perform today. Even while we may believe that we have excellent memories, the truth is that after a particularly hectic day, we frequently fail to recall many of the events that took place.
My third strength is Professionalism. The characteristics of Professionalism include the ability to collectively express Professionalism, the ability to receive constructive critique co ...
Employee engagement that bonds trust in workplaceKhrisma Khrisma
This article is inspired by the two people who had ever worked together as a team when I was waiting for my last bus home. They're seemed cool in their way talking to each other.
Physician Leaders and Self-Coaching- 4 Key Questions
1. 54 JULY/AUGUST n 2016
Leadership
PHYSICIAN LEADERS AND SELF-COACHING:
4 KEY QUESTIONS
n Joy Goldman, RN, MS, PCC, and Petra Platzer, PhD, ACC
In this article…
Walk through two scenarios in which physician leaders were uncertain in their
positions and were coached through four steps to clarify their roles and authority.
IN TODAY’S INCREASINGLY COMPLEX HEALTH
care environment, many physician leaders are finding them-
selves in new roles or looking for ways to be more effec-
tive in their current positions. Health care is in a period of
transformational change that is raising the bar for health care
leadership skills, particularly in the area of managing complex-
ity and ambiguity.
What does this mean for you, the physician leader?
In our experience as executive coaches partnering with
physician leaders in health care, we have identified a com-
mon developmental theme: how to let go of the way you
learned to lead as a provider and shift into a different way
of leading that better prepares you for this transformational
change. In seeing many similarities among their challenges
with this, we feel compelled to provide a tool to accelerate
this process for you.
OUTCOME ➡ ACTUAL ➡ RESEARCH ➡ STEP
O.A.R.S. is a four-question series that will effectively and
consistently navigate you toward success in your day-to-day
and strategic operations.
Meet Dr. Smith, a successful surgeon with over 25 years’
experience at the same organization. Smith was just named
chair of her division and found herself part of a much larger
system as her organization completed merging with several
other hospitals.
“No one else was stepping up and with all the changes the
department has been going through, I knew I could provide a
stabilizing force,” she said. “I’m used to feeling very confident
and have doubted myself as I need to manage behavioral is-
sues with my former peers, negotiate contracts and establish
policies. I know administration is asking me to step up and
represent them while I’m also being challenged to advocate
for those who are still my peers in the clinical world. I have
no idea how to manage all of that!”
DOES THIS SOUND FAMILIAR? — Now meet Dr. Jones, a
seasoned leader serving for several years at the C-level in a
hospital system. Having previously shifted from provider to
leader, Jones is now finding himself challenged with being
able to make decisions effectively and moving forward quickly
while working with physicians and leaders in different groups
with different priorities.
Although he appreciates the need for collaboration and
communication, he is often frustrated with the lack of control
he feels to just get it done and having to continue to talk with
people until everyone understands. He recognizes that when
working across departments, these people will not become di-
rect reports. He is frustrated and unsure how to get the results
the organization needs in such a matrixed role and system.
These cases represent two common paths we find with
emerging and seasoned physician leaders. Although the con-
text and details are all unique, there is a meta-thread: recog-
nizing a real level of frustration and wanting to learn how to
get a different result. This recognition is a critical first step
to getting that different result. The next steps are to put the
“O.A.R.S.” in the water and navigate toward that ultimate
vision. To begin using O.A.R.S., follow this process:
2. Physician Leadership Journal 55
STEP 1: WHAT OUTCOME DO YOU WANT?
n Smith answers this question with what she doesn’t want
— “I don’t want to be stuck in meetings all day and I don’t
want to be dealing with conflict all of the time.”
n Jones responds that he wants to be more effective.
Have you found yourself seeking similar types of outcomes?
Interestingly, neither state a clear result toward which one can
create goals and action steps. Having a clear desired outcome
is the first step in being able to achieve it.1
For example, unless you are clear that “I want a balanced
life,” your success at achieving this is at risk. It is also at risk
if you hold this as a goal versus outcome; an outcome is the
result of goals. By defining the outcome, you can create spe-
cific action steps (goals) toward achieving it.
Achieving a goal of dropping your cholesterol, for example,
doesn’t mean you have achieved a healthy cardiovascular sys-
tem. The last and perhaps unfamiliar part of answering this
question is to focus on what you want as an outcome, versus
what you don’t want. There is much evidence that focusing
on “I want more sleep” results in more success than when
focusing on “I don’t want to be tired.”2
In the case of Smith, as a coach, we would ask: “Instead
of focusing on what you don’t want, there was a reason you
chose to step in and take this role. What was it you wanted to
be able to accomplish as chair?” For her, it was her desire to
lead the division toward excellence in quality care and provider
and patient satisfaction.
For Jones, in hearing he wants to be effective, an additional
question to get a more concrete outcome is to ask: “What
result would that give you and others?”
Once you define your outcome, you are ready for the next
step in O.A.R.S..
STEP 2: WHAT IS YOUR ACTUAL STATUS NOW? — You must
be honest about finding your actual status. Perform your own
diagnostic, in an objective way, on the elements needed for
that outcome. In the cases of Smith and Jones, their self-
assessments ring true for many of our physician leaders.
n Smith was flattered that the organization asked her to be
chair, but struggled with having new administrative and stra-
tegic responsibilities. “I’m thankful, but I don’t really know
how to contribute. I’m used to having the answers and feeling
competent in my role. I don’t feel that way here.”
For most physicians, their training has been about
perfection and mastery to be successful. For physi-
cians transitioning into leadership roles, this trained
level of expertise can sometimes be a barrier.
3. 56 JULY/AUGUST n 2016
n Jones felt unsure of himself and frustrated. What had
worked for him to get where he was no longer was working.
“I was focused on implementing the changes, and the physi-
cians have gotten on board with what’s needed. Now I am
supposed to help set the strategy and bring it to the C-suite
but they don’t see me in that kind of way yet.”
In doing this self-assessment, they importantly identify
strengths, a sense of what’s working, as well as what is get-
ting in their way and not working for them. A common thread
is they are dealing with new layers of complexity that require
different competencies than those learned in medical school.
There are more players to talk to for decision-making, and
networking can take a long time. For many physicians who
are used to people executing their orders, this delay — and
what can seem like superfluous work — is frustrating. They
are left knowing that what once worked for them isn’t work-
ing that well now and are unsure how to develop these new
competencies to be successful.
At this stage, we actively move into quadrant 2 of the
Learning U. This learning theory model, adapted from the Con-
scious Competence Ladder,3
has helped our clients recognize
and understand where they are in their learning process for
the new competencies needed for their outcomes.
Figure 1: Learning U
COMPETENCE
CONSCIOUSNESS
1 4
Unconscious
incompetence
Unconscious
competence
➡
➡
Conscious
incompetence
Conscious
competence
➡
2 3
For Smith and Jones, while looking at their actual status
in relation to the outcomes they want, they saw that their
frustration and confusion stemmed from the shift from feel-
ing competent in what they had already achieved to now
feeling less competent in what they were looking to achieve
in their futures.
n Questions we asked Smith included: “What has helped
you learn in the past? How did you deal with feeling less
competent and still have people depend on you? How might
you extend that same approach and compassion to yourself
now?
n For Jones, we ask: “What feels different to you in working
with those in the C-Suite to leaders who you have worked
with in the past? What assumptions might you be making?”
For many, recognizing this model — and where they are in
it — provides an added acceptance that what they are experi-
encing is a natural and expected part of this learning. And yes,
it is less comfortable than what they are already familiar with.
While doing this, remember to also have the confidence and
belief that you have gone through this learning process before.
This recognition and acknowledgement of your actual
status in relation to your outcome prepares you to go to step
3 in O.A.R.S.
STEP 3: WHAT RESEARCH AND DEVELOPMENT IS NEEDED?
— This step can be the turning point in your navigation. Here
you are checking in on your willingness to really look in the
mirror and, most often, accept that there are things you will
need to learn and do in order to get to the result you want.
On a scale of 1 to 10, how important is this to you? Are you
able to be open to feedback as valid data to help you grow?
n Smith rated the importance of effective leadership driving
quality and engagement as a 10. However, she was not used
to getting the direct, constructive feedback she was getting
now and it made her afraid she was letting people down. “I
get yelled at by my physician peers and get complaints from
administration. How can I feel successful?”
n Jones said this was a 9 for him. He shared that he’d done
one or two assessments before but didn’t find them very
useful. He realized that while he thinks of himself as open,
he really only listens to people that he either respects or who
have proven themselves to him. Jones was interested in doing
a self-assessment but hesitated about doing a 360 because
he had seen some colleagues struggle with the results they
received.
What has been your experience in assessing yourself and
getting feedback? Most physicians’ training has been about
perfection and mastery to be successful. For physicians tran-
sitioning into leadership roles, this trained level of expertise
can sometimes be a barrier to trying something new in order
to move forward in their Learning U.
We also have seen this mindset create real challenges for
clients when receiving feedback around their new leadership
roles where their competencies are not yet strong. A helpful
perspective for many is that in order to learn and grow as a
leader, gathering current data is helpful — albeit not always
comfortable.
One difference now is that you are working with behav-
ioral competencies, which take experimentation to develop.
Amy Edmondson, in her book: Teaming: How Organizations
Learn, Innovate, and Compete in the Knowledge Economy,
talks about the evidence-based benefits of “failing fast.” Her
application within health care might help you as you explore
this new territory.
In preparing Smith for her feedback, we asked: “When
you assess a patient, you are curious about what’s happen-
ing with them; how can you apply that curiosity to your own
experience?” “How are you allowing room for your mistakes
4. Physician Leadership Journal 57
in service to your learning?” “What self judgments might you
have that get in the way of moving forward?”
To help Jones be open to asking for feedback as a source
of valuable data for his learning and growing, we shared
that feedback is merely a snapshot in time of the impact you
have on others through your interactions. We also asked him:
“What was your motivation when you provided feedback to
your colleagues on their 360 leadership survey? What are
the benefits of learning your strengths and developmental
opportunities from other people’s perspective?”
After gauging your readiness to do research and develop-
ment on yourself, you are ready for the final step in O.A.R.S.
STEP 4: WHAT NEXT STEP ARE YOU GOING TO TAKE? — This
is the most tactical of the four steps. Once you know where
you want to go, where you are now, and what data you are
willing to access to get there, you are able to chart your course
on these waters. Be sure to start with a realistic step you can
take (we cannot make other people do things), in a specific
timeframe, with a measurable result.
n Through this process, Smith recognized her reluctance to
engage in conflict discussions and, with support, was able
to more quickly address disruptive behavior. She had coura-
geous conversations and was pleased that, regardless of the
person’s reaction, she held true to what she knew was the
right thing to do. Her behavior became less about people
liking her, and more about taking the right action to support
quality standards.
n Jones decided his next step was to do a 360 survey and a
self-assessment. He proceeded with gathering feedback for his
own leadership style and was pleased to see what he already
knew and found a few areas he had not seen. By developing
these relational areas along with his task strengths, he was
able to lead more via influence than direct authority and made
noticeable strides in creating the outcomes he wanted. He
feels more confident in embracing the unknown to achieve
the outcomes he defines using the O.A.R.S. process. This is
making him a more effective leader in driving strategy col-
laboratively.
In summary, although many habits you’ve honed as a clini-
cian can serve you well as you take on a leadership role and
more scope, they are not sufficient. Identifying those habits
that support your success, and letting go of those that don’t,
can help you perform better during this time of ambiguity
and complexity.
Joy Goldman, RN, MS, PCC, is president of
Viewfinder Coaching Consulting LLC, in
Owings Mills, Maryland.
joy@viewfindercoaching.com
Petra Platzer, PhD, ACC, is director of inte-
grated leadership development at Amati
Health in Minneapolis, Minnesota.
petra.platzer.phd@gmail.com
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1. Emerald, D. The Power of TED (The Empowerment Dynamic) Glendale, CA:
Polaris Publishing, Oct 15, 2009
2. Cramer, K. and Wasiak, H. Change the Way You See Everything through
Asset-Based Thinking. Philadelphia, PA: Running Press, Mar 1, 2006
3. Gordon Training International. Learning a New Skill is Easier Said than
Done. http://www.gordontraining.com/free-workplace-articles/learning-anew-
skill-is-easier-said-than-done/.