Developing Leadership Capabilities in Respiratory Care
Course DetailsCourse Number: RESP 4133 Section Number: X20
Days & Times:
Developing Leadership Capabilities in Respiratory Care
The focus of this lecture course is to introduce students to leadership theories in healthcare. This course provides a foundation for future healthcare leaders. Students are exposed to a series of alternative leadership perspectives, including collaborative models. Topics include: defining leadership, interdisciplinary and interprofessional working, communication and leadership, and leadership for change.
Randy Case MA, RRT
Office: Bridwell Hall # 301
Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at email@example.com
I will check my D2L email regularly.
Distance Respiratory Care Students
Upon completion of this course, the student will be able to:
1. Define Leadership
2. Recognize the importance of clinical leaders in clinical practice
3. Analyze and compare leadership theories
4. Define concepts of interdisciplinary leadership teams
5. Identify one’s own strengths and weaknesses as a leader or future leader
6. Apply theoretical leadership concepts and prepare solutions in the healthcare setting
American Disabilities Act (ADA)
Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities. MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515. Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required
Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
Student Honor Creed
All components of RESP 4133 X20 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources. When students submit their efforts for grading, they are attesting they abided by this rule.
Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of tests or other academic materials belonging to the university faculty or staff without permission.
Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism.
Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification. If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc. Cases may also be referred to the Dean of Students for possible dismissal from the university.
***Research papers and projects must be original work for each course assignment. The faculty will not accept a submission that has been or is being submitted for another course. No Exceptions!
By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course. The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.
Ledlow, G.R., & Coppola, M.N. Leadership for Helath Professionals: Theory, Skills and Applications, 2nd Edition. ISBN: 978-1-284—2688-7
EMAIL / NEWSFEED REQUIREMENTS:
You are required to access and review your emails as well as D2L Newsfeeds on a regular basis. I will often email the entire class with updates regarding your discussions, projects and assignments. It is your responsibility to check your email regularly to prevent the possibility of missing important information that I may be relaying to you.
1. Syllabus---Contains the syllabus.
2. Additional Readings---For the electronic files of handouts for the course.
3. Discussion Boards---Here you will post your discussion assignments throughout the semester. Discussion and dialogue allows you to post questions, or comments related to the course.
4. Web Links---You will find useful information that will link you to online respiratory research databases and additional information.
5. Tests—Here, you will find your 4 semester exams. All exams are timed and you may only take the exam once.
6. Email---Please send messages to me through D2L. However, if you have any problems, you may contact me via email firstname.lastname@example.org
Availability online: This means that I will be checking email regularly during these times. Monday through Friday: 0800 – 1700.
MISSED EXAM, OR OTHER GRADED ITEM POLICY:
Anything not completed and handed in on time will be graded as a 0. You are college students and professionals. We all have deadlines and those dates and times must be adhered to. In the event of an emergency beyond your control, please contact me in a timely manner to discuss options for late assignments. All assignments must be completed by 11:59pm on the due date.
APPROXIMATE GRADING SCALE
90-100 Points A
< 60 F
A minimum grade of 75 (C) is required in all respiratory courses. Failure to attain a minimum grade of C will prevent the student from progressing in the program.
GRADED ITEMS AND GRADE DETERMINATION:
Class participation is an integral part of this online course. There are numerous activities that require each student to post opinions from the readings, research, or in response to the discussion by others. You are expected to participate actively in and contribute to the learning experience in this course. Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. You are expected to participate each academic week.
The discussion board is for you to post your comments, assessments, insights or questions on the readings for the week. I will post a specific question/case study/or discussion topic for certain weeks throughout the semester. Each student is required to make an initial post as their individual response to that week’s question. Throughout the remainder of the week, you are required to read 2 other student’s journals and give feedback. Your feedback should be constructive, and should show that you have actually read their response. Responses of 1-2 lines are not acceptable. Post your journals under the Discussion Board.
For the weeks designated with a discussion assignment, your initial entry should be posted by 11:59pm on Wednesday and your two responses should be posted by 11:59pm on Saturday. Your first week includes an Introduction Discussion Board as well as the Chapter 1 Discussion Board from page 18 of your text (#6).
Four In-depth examinations covering specified material given from your readings will be administered during the semester. Examinations may consist of true/false, multiple choice, short answer or essay questions. Examination are to be completed by 11:59pm on their due dates. Due dates are as follows:
Exam 1 – February 8.
Exam 2 – March 8
Exam 3 – April 5
Exam 4 – May 6
How do you go about becoming a better leader?
For many, if they’re honest, the answer to that question would be they ‘wing it’. It just happens. The problem is, it doesn’t ‘just happen’. Growth in leadership takes intentionality. It takes effort and hard work. When your leadership growth is haphazard, the net result is haphazard leadership. The reason being, your capacity to lead is directly related to your capacity to grow. When you stop growing, your leadership potential is stifled. This doesn’t have to be the case. There are countless books, podcasts, and conferences that can help keep you growing and expanding as a leader. But another great way to grow is to ask other leaders meaningful questions.
It may sound simple, but asking questions, and actually listening to the answers, can radically change the way you lead. If you’re mindful you’ll soon discover leaders all around you that you can learn from. It doesn’t matter if they’re “better” than you, or “worse”. It doesn’t even matter if they have a huge amount of influence, or not. What matters is your ability to engage in the act of listening and learning. From a great leader, you can learn what to do. From a “bad” leader, you can learn what not to do.
So, where do you begin?
Start by deciding to be intentional. Always be on the look-out for leaders you can interact with, then start asking questions. Depending on the person you would like to converse with, you may not have the opportunity to have a face to face conversation without an appointment, so make an appointment. I am sure most of you already have an idea of who you would like to interview, but in some instances, it may be good to think outside the box and find a leader that could bring good insight and information to you.
What questions do I ask?
If you’re stuck for what to ask, here’s a list of 20 meaningful questions that are sure to kick-start your own ideas for other questions;
1. Have you always been a leader? Do you think leadership is personality driven? In what ways have you developed and was this intentional?
2. How do you go about learning and growing as a leader? How do you ensure you don’t stagnate?
3. Do you listen to podcasts, read blogs or books? Would you have any speakers, writers, authors or resources that you can recommend?
4. Who is the one person that has had the biggest impact on your leadership over the years? How did they impact your life?
5. What does your daily routine look like? Do you have habits that you are “religious” about?
6. What behavior, or character traits, would you recommend engaging in and developing, in order to ensure a long and successful leadership career?
7. How many hours do you work in an average week? How do you manage your time with all your various responsibilities? How to you prioritize family/career?
8. Do you have any specific advice for someone going into a position of authority for the first time?
9. How do you go about making decisions? Do you have any advisors, or do you make decisions on your own? Do you have a process, or is it different each time?
10. How have you handled times of criticism, opposition, or failure? Can you tell me about a time you’ve handled it well, and one that you’ve handled not so well?
11. How do you stay motivated and inspired? Are there any tips you can give to help in this area especially over the long haul?
12. Do you have a specific vision you are working towards? What is it and how has it changed over the years?
13. How do you build teams, get people on board and enthusiastic about your vision? Do you set aside specific time to cast the vision, or does this happen along the way?
14. How do you encourage creative thinking and a pro-active mindset in those you lead?
15. How do you ensure a high level of excellence is consistently attained?
16. Where do the best ideas come from for you and your organization?
17. How do you go about choosing people to become leaders? What are the core attributes you are looking for?
18. Is there one mistake you see leaders make regularly? What is it?
19. What is your greatest weakness as a leader?
20. What is your greatest strength as a leader?
Before you ask anyone the above questions answer them yourself. That way you’ll actively think through how you currently lead. When a leader gives you an answer you’ll already have something to compare it with. You’ll be positioned well to engage in an authentic conversation.
The list is by no means complete. There are obviously many great questions worth asking. Those listed are intended to get your own imagination going.
The intent of this project is to share ideas and advance student knowledge of leadership development from multiple perspectives through an interview process. You will be required to evaluate leadership development from the perspective of someone already in a leadership role. Although a leader within a healthcare organization would be optimal, it is not required that the leader be from the healthcare setting. You will be required to submit a presentation of your liking that encompasses the findings from your interview. You will be required to ask and have responses to a minimum of 10 questions. You will need to submit a Word document that lists the questions you asked during your interview along with the answers you received. You need to include a summary that explains the overall experience of the interview along with the things that you learned during the interview process. The Interview Project is to be submitted by March 29th at 11:59pm. You will submit your project in 2 places. One is to be submitted in the Dropbox. One is to be submitted in the discussion board under the Interview Project discussion post. You will each be required to evaluate 2 of your classmates’ projects, critique them and provide feedback. Give insightful information to your peers. Your feedback evaluating your classmates projects is to be submitted by April 19th.
CONFIDENTIALITY: The confidentiality of those you are interviewing is paramount. Under no circumstances, are the names of those being interviewed as well as the names of the organizations they work for, to be disclosed. You may describe the type of facility they work at, but no names are to be given.
In essay format, explain your leadership style, principles, and foundational skills as related to leadership assessment instruments discussed in Chapter 2, using at least four assessments. Produce results of at least four leadership-related assessments, apply those results to your leadership persona, and attach the results to your essay. Based on Self-Assessments of your personality style, leadership style, principles, and foundational skills, devise a plan to improve your weaknesses while leveraging or enhancing your strengths.
This essay will consist of 4-5 pages of material. I do expect well written essays that are at a college level of writing. A rubric for the essay will be used for a grading guideline. This essay will be due no later than April 12th at 11:59pm.
The homework portion of your grade includes a couple of simple, yet necessary components of the course. First is that each of you completely read the syllabus and complete the syllabus confirmation. I have a dropbox for this that has all of the instructions. The syllabus confirmation is due no later than January 18th, 2014 at 11:59pm. Also, by the end of the second week, you will need to complete the Myers Briggs Type Indicator Test. I will have a link to the test as well as a dropbox for you to submit your results. The Myers Briggs Test is due no later than January 25th, 2014 at 11:59pm.
Leadership Essay Rubric:
Course AttachmentsSyllabus Leadership for Health Professionals-Syllabus-20140123-164303.docx
TextbooksLeadership for Health Professionals: Theory, Skill