⌛ Relational Leadership Reflection

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Relational Leadership Reflection



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Relational Leadership: Phil Consuegra @ TEDxWilliamPennCharterSchool

They are keen to get ahead of the game. His experience with leadership is based on extensive and close-up research, training and consulting in the Netherlands, Sweden and Australia. His work focuses on political and public service leadership, policy evaluation, public accountability and crisis management. He currently leads a program of research in what makes public policies, organisations and networks particularly successful. Managing Director of Adaptable Leadership and Principal at Reos Partners, a global consultancy that drives thinking and practice in solving tough, systemic problems. He has extensive experience developing senior public sector leaders as well as executives in the corporate and not-for-profit sectors.

It's less academic than other courses, and deliberately so. It's highly pragmatic with practical elements but is led by contemporary thinking and research about public sector leadership. We work with our government owners and university partners to create and deliver education programs and research which is tailored to meet the needs of public sector leaders today. Nominate a public sector executive, such as a Director or Branch Manager, or someone who is moving, or is ready to move, from an operational to a strategic leadership role.

The program will suit those seeking clarity in their decision-making to help them perform their roles with purpose and good judgment. The inaugural Scholarship was awarded to Palawa woman Brenda McDermott , currently working in the Victorian public service. Brenda will commence the EMPA in If you are interested, please review the pdf selection criteria KB and email your interest to This email address is being protected from spambots.

You need JavaScript enabled to view it. The sponsoring government or agency covers program costs, including tuition fee and program materials. A student may enter into a salary sacrifice arrangement with their employer to attend the program. The national and international networks to which participants gain access to while completing the TSL program will be invaluable throughout their career. Our Alumni Program helps participants to maintain and build on their peer-to-peer relationships, creating a broad community of public sector managers from around New Zealand, Australia and internationally. This provides an opportunity for ongoing learning and support from peers, greater exposure to different perspectives, and an appreciation of work done, and solutions found, elsewhere.

Participants will have opportunities to immediately apply new insights to their workplace and are encouraged to share what they learn with others. Please contact our Programs Team, This email address is being protected from spambots. Towards Strategic Leadership Prepare to take the next step in your career. Format: Eight modules delivered online. Duration: 8 x half-day sessions plus orientation. Location: Online. Who is it for? Our Marketing Sciences Center of Excellence COE was formed as a complement to our local service offering to provide critical, yet specialized, capabilities at scale and to ensure consistency at the core of what we do. Learn more.

Want to learn more about what these products can do for you? Contact us. Our co-creation workshop performed over two days, in collaboration with client teams with live customer feedback. It step-changes creative thinking and outputs customer experiences with impact. Our proprietary method of profiling individual-level preferences in real time and delivering tailored messaging to different personality types to maximize action taken. Our method of creating a multidimensional view of customers across Lifecycle, Value, Engagement and Personality attributes.

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Anne Marie brings 30 years of experience in publishing and advertising, with deep roots in data-driven marketing. With a passion to help operationalize solutions for clients, she has supported high-performing teams across our global network. I love to build solutions with talented staff and clients, ultimately building results and relationships that matter. John Gim leads a diverse and seasoned practice that encompasses experience analytics, media analytics, and advanced analytics. Over his career, John has focused on producing measurably effective, methodologically sound solutions by leveraging a wide-ranging background across analytics, technology and data.

RAPP is a place where an analyst has the freedom to think strategically and where a strategist has the freedom to dive analytically. Courtney is a seasoned marketing expert with an extensive track record of architecting brand experiences designed to engender lasting customer relationships through sustained engagement. RAPP is at the forefront of modern marketing and is being called on more and more to lead the conversation of the future. His passion lies in finding a way for his teams to combine their desire for innovation and creativity with the pragmatism necessary to deliver high-quality short- and long-term results.

I love the attitude and expertise of my colleagues around the world and enjoy every single day I spend collaborating with them. I equally love to focus on mixing creativity with data science — a focus on talking less and delivering more. A strategist by training, an operator by experience and a leader by nature, Shari brings thoughtful leadership to RAPP's flagship New York office. Our people share this philosophy and are passionate about driving results with great work. RAPP is leading the way in helping modern marketers capture attention, spark and maintain engagement, create preference, and prove effectiveness.

John is a veteran in the marketing communications business, with over 20 years of client leadership and marketing innovation experience across dozens of big name brands. He has a diverse background, from branding at DDB to leading CRM, digital and technology initiatives on the client side at Ticketmaster. John has a history with RAPP, having worked here prior to his return in RAPP is home for me.

After being away for a few years, I found nowhere more focused on driving business forward and delivering value through creative, innovative thinking. My passion is connecting new clients to the great people of RAPP, so that we can help them find new and interesting ways to connect with their customers. This environment leads to powerful solutions that drive performance and innovation. As the founder and CEO of Code, Matt is responsible for keeping the organization at the forefront of marketing technology innovation.

Matt started his career as an account man in advertising services, an experience which instilled in him the belief that technology can help brands deliver better services and experiences to their audiences — and that doing so drives profitable relationships. He's worked in different agencies, managing projects from brand strategy to digital, off-trade and cross-media activities. This leads to creation and implementation of effective communication. I have joined RAPP to become the part of the global team that changes digital data world. Connie began her career in Advertising, working for big international accounts, specializing in promotions and consumer behaviour.

In this field, she founded her own company. This is the imperative of clinical leadership. For example, the leadership and management of care transitions, both within and across settings and sites of care, is a crucial function under implementation of the ACA and its VBP financial aspects. The traditional preparation of nurses has not emphasized these roles and functions, but rather mastery of the psychomotor and conceptual skills needed to deliver entry-level care as an RN.

The US health care system has been predominantly acute care driven. Thus, there has been heavy emphasis on learning directed to acute care practice and disease-specific knowledge rather than management of populations, chronic conditions management, care integration, and care coordination among multiple disciplines and in multidisciplinary team care delivery models. In studying new and elevated roles for nurses as care integrators, Joynt and Kimball 1 identified the following examples: serving as team leaders, CNLs serving as unit-based care managers, nurse practitioners serving as primary care providers in clinics, and nurse coaches managing transitions across settings.

Since these emerging roles support the ACA, we will discuss the preparation and developmental opportunities for these roles. As the health care environment has been changing and care is shifting to population management and outpatient settings, the care coordinator role has emerged as a new twist on case management and a new model of professional nursing practice. Nurses are often responsible for coordinating care for a group or population of patients. For example, nurses may manage populations of patients with diabetes or cardiovascular disease in acute care. In the new and emerging models, nurses are and will be managing many types of carved out populations with chronic illnesses or behavioral health conditions across settings and sites and for long time frames.

New roles and jobs have been the natural result. Contemporary names are care coordinators, health coaches, navigators, or care managers. These roles have arisen in conjunction with shifts to patient-centered medical homes and accountable care organizations under the ACA and reimbursement shifts that have put renewed emphasis on care coordination, care management, and prevention strategies related to VBP aspects. Case managers have a long and distinguished history of service delivery in nursing and social work. Education for the care coordinator role arises from education within the discipline eg, nursing or social work and often includes specialty knowledge and experience in case or population health management. There is no generally acknowledged curriculum for education and training of care coordinators or case managers, but there is a text that is a core curriculum for addressing the case manager certification exam.

It issues standards of practice and links with transitions of care organizations. Case managers practice within a variety of professional disciplines. The top two work settings for case managers are health plans They use field-tested role and function studies as the basis of their certification, qualifications, and test plan. CCMC has identified eight essential activities of case management: assessment, planning, implementation, coordination, monitoring, evaluation, outcomes, and general aspects. The six core components of case management are: 1 psychosocial aspects; 2 health care reimbursement; 3 rehabilitation; 4 health care management and delivery; 5 principles of practice; and 6 case management concepts.

They can be used to guide studying for the exam. In addition, CCMC offers many other resources for case management practice, such as a code of ethics called the code of professional conduct. These authors call for new settings and contexts for experiential learning activities for care coordinators to enable collaboration and skill development across the continuum of care versus traditional settings and approaches. The CNL has been described as a front-line innovator. CNL education helps prepare nurses for opportunities to make improvements in systems at the point of care, where changes closely impact patients and families. The CNL curriculum framework centers on the domains of nursing leadership, clinical outcomes management, and care environment management.

CNL education prepares nurses to focus on transforming care at the point of care. CNLs have advanced knowledge, skills, and abilities in quality improvement, outcomes measurement and management, systems management, and changing leadership to bring to bear on transforming care. According to Binder, 22 little is known about structures and processes that influence successful integration, and components that influence or hinder effectiveness and sustainability of the CNL role. Therefore, the intentional framework serves to provide enabling education to influence role effectiveness Figure 1. APRNs are prepared, by education and certification, to assess, diagnose, and manage patient problems, to order diagnostic tests, and to prescribe medications.

State licensing laws define the permissible scope of practice for RNs, as promulgated by state Boards of Nursing. All states regulate advanced practice nurses in some manner. Some license nurse practitioners; some grant authority to practice through certificates, recognition, or registration. These include graduation from approved educational programs and certification examinations. Many states rely on national certification programs to measure competency. APRNs typically are educated at the graduate level with in-depth preparation for a specialty practice, then take a certification exam, then comply with individual state licensing requirements.

However, considerable variation remains from state to state. Under the consensus model, all APRNs must pass a national certification exam. APRN practice is seen as building on the competencies of RNs, demonstrating a greater depth and breadth of knowledge, greater synthesis of data, increased complexity of skills and interventions, and having greater role autonomy. APRNs have found jobs in acute care hospitals, managing care for specialty populations. They are also embedded in primary care as primary care providers. For example, rural health clinics in Iowa rely on senior clinical personnel such as physicians, physician assistants, and nurse practitioners to provide care coordination, care and case management, and identification of high-risk patients. For example, unit-based APRNs working in collaboration with a physician-hospitalist to manage patients on a general medicine unit in an academic medical center was the focus of a new unit-based role for APRNs at Vanderbilt University Medical Center.

Team effectiveness was a major focus. There has been considerable research done to compare patient outcomes of care provided by APRNs and physicians. The conclusion is that outcomes of care by APRNs in collaboration with physicians are comparable, and in some instances better, than care by a physician alone. A systematic review concluded that APRN care is safe, cost-effective, and results in similar clinical outcomes and patient satisfaction as compared to care by physicians alone for the populations and in the settings of the reviewed studies. That being said, intentional leadership development will be required for current and future APRNs Figure 1. Health care systems and organizations must constantly gauge environmental forces and trends in patient care delivery to determine competency gaps within the workforce.

Strategic and intentional development of clinical leaders can occur through education and training. The evidence base from business management research proves that leadership knowledge, skill, and abilities can be taught. Now it is clear that they should be taught in health care. Thus, intentional leadership development is an important opportunity. Wilmoth and Shapiro 28 have called for the adoption of a common framework for intentional leadership development that will enable nurses to lead at any level in any health care organization. Intentional leadership development can be conceptualized as new curricula, additional education, enabling innovation, use of reflective narratives about leadership roles, engaging in research on interdependency, and trialing of thinking strategies Figure 1.

Intentional leadership development needs to be designed based on perceived educational needs and practice gaps to enable clinical leadership development at the point of care. It is exciting to see new roles emerge for nurses as the US health care delivery system reconfigures to address cost, quality, and access issues. Nursing has been a profession rich in opportunities to grow and enrich the delivery of patient care services. Nurses find many practice settings and sites need the unique skills of an RN. The emergence of care coordination, CNL, and APRN roles has occurred in part because of the need for continuity of care and management of care transitions that were not well addressed in an acute care focused, episodic delivery system.

Care was disconnected, chronic diseases were not well managed, and patients experienced gaps when only acute medical episodes were the focus. Care coordination has been demonstrated to be an important solution, common to all three roles. However, there are challenges to enabling creativity, problem solving, and innovation at the clinical leadership level for care coordination. These challenges arise in part because of the nature of knowledge acquisition in science-based professions, training in psychomotor skills that focus on repetitive task learning, and the use of structured clinical practice protocols, all of which tend not to expand and enable creativity and innovation.

As health care professions focus on their ever-expanding discipline-specific knowledge base, there is less time to teach and learn interdependence-based skills and have creative think time. The need to reduce variation through evidence-based practice and standardized protocols and the countervailing need to rapidly solve complex practice issues, such as when a serious event occurs like a fatal medication error due to a flaw in the process or poor communication, will cause a dynamic tension at the point of care. With a complex and rapidly changing health care environment, clearly the interconnection of evidence-based practice with ingenuity is essential to address and solve clinical practice problems, especially within multidisciplinary teams.

Innovation and interdependency are two core concepts that serve as an opportunity to better inform clinical leadership development, education, and practice. Innovation is defined as use of a new mindset in a different context to enable creative linkages that will generate a solution or adaptation to a practice problem. Innovation requires that there be a wrap-around support system or environment that incubates innovativeness.

Solutions for the practice environment are evolving toward evidence-based practice as the standard. Evidence-based practice, defined as unifying research evidence with clinical expertise and patient values and preferences, 31 is being adopted by nurses and used as a marker of excellence. However, when implementing evidence-based practice, contexts will differ and best solutions may need to arise from innovation. This will require that leaders use a new mindset to successfully adapt recommendations for implementation. For example, under VBP, prevention of readmissions is an imperative.

Thus the implementation of enhanced discharge planning is an evidence-based response. However, contexts differ, such as the degree to which electronic health records systems are compatible with each other and across settings and are adapted to discharge communication effectiveness. If poorly implemented, crucial medication administration information, such as discontinuing a medication when going home, may be lost between acute care and home care systems. The potential for catastrophic outcomes is significant. Clinical leadership is needed to generate innovative solutions.

Another example is the use of a smartphone application for weight loss in overweight primary care patients. As new issues emerge, creative solutions are needed. There may not be enough time to use incremental change strategies, such as in situations of sentinel events or serious safety near misses. If there is adequate time, the solution still may be complex. For example, technology solutions to access issues include implementation of telehealth. Use of strategies to enable creativity and problem solving will be critical Huber et al, unpublished data, According to Berrett, 33 there are various types of thinking approaches to enable problem solving for creativity and innovation.

The key to problem solving is making unique connections.

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