219 JournalofHealthcareManagement514JulyAugust2006 220 ManagingOneselfAthirdcomponentofprofessionalisminvolvesmanagingourownresources ID: 403645
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AndrewN.Garman,Psy.D.,associateprofessoranddirectorofmastersprograms,DepartmentofHealthSystemsManagement,RushUniversity,Chicago;RupertEvans,D.H.A.,FACHE,assistantprofessor,DepartmentofHealthSystemsManagement,RushUniversity;MaryKatherineKrause,CHE,associatevicepresident,MedicalAffairsAdministration,RushUniversityMedicalCenter;andJanisAnfossi,directorofcorporatecompliance,RushUniversityMedicalCenternourpreviouscolumn,weexaminedknowledgeofthehealthcareenvironment,acompetencythathelpsleadersnavigatetheofteninvisiblerulesgoverninghealthcareorganizations.Inthiscolumn,weaddressthecompetencyofprofession-alismacomplementtothepreviouscompetencyasprofessionalismputstheknowledgebaseintopractice.WHATTHISCOMPETENCYENTAILSAccordingtotheHealthcareLeadershipAlliance(HLA),theprofessionalismcom-petencyis[t]heabilitytoalignpersonalandorganizationalconductwithethicalandprofessionalstandardsthatincludearesponsibilitytothepatientandcom-munity,aserviceorientation,andacommitmenttolifelonglearningandimprove-ment.HLAsresearchreveals18componentsthatareparticularlyimportantforhealthcareleaderstomaster.Weorganizedthesecomponentsunderfourheadings,eachofwhichisexplainedbelow.UnderstandingProfessionalRolesandNormsAcentralthemeofprofessionalisminvolvesunderstandingtheformalandinfor-malexpectationsofconductassociatedwiththehealthadministrationprofession.Thisknowledgeistypicallydevelopedthroughahealthcareleadersinteractionswithotherprofessionalsandinvolvementwithoneormoreprofessionalassocia-tionsrelevanttotheleadersrole.Giventheconstantchangesaffectingtheprofes-sion,anongoingrelationshipwiththebroaderprofessionisessentialtomaintain-inganawarenessofcurrentpracticesandnewrolesandnorms.Someoftheactiv-itiesaleadermayparticipateinincludesubscribingtoandreadingpublicationsoftheseassociationsandregularlyattendingrelevantcontinuing-educationprograms.WorkingwithOthersAnotherkeyelementofprofessionalisminvolvescultivatingandmanagingworkingrelationshipswithothers.Effectivenessindeliveringandreceivingconstructivefeedbackisahallmarkofprofessionalism.Maintainingnetworkswithcolleaguesandparticipatinginaprofessionalassociationarealsohighlyimportantactivities. 219 JournalofHealthcareManagement51:4July/August2006 220 ManagingOneselfAthirdcomponentofprofessionalisminvolvesmanagingourownresourcesourtime,energy,andexpertiseaswellasourprofessionalstandards.Skillsrelevantinthisareaincludeapersonsabilitytomanagetimeandstress,holdtohighethicalandprofessionalstandards,andcultivateasenseofpersonalresponsibilityandaccountabilityforhisorherprofessionalwork.Thefocushereisonparticipatinginproactivecareerplanningandlifelonglearning.Thenalcomponentofprofessionalismrelatestotheexpectationsthataleaderwillpursueopportunitiestogivebacktothehealthmanagementprofessionandtothehealthserviceseld.Withintheworkenvironment,thiscontributingareaforaleadercanmeanservingasamentor,advisor,andcoachtoothersandstrivingtoserveasanethicalguideormodel.Outsideoftheworkplace,itcanincludeparticipatingincommunityservice(includingservingasanadvocateforpatients,families,andthecommunity)andcontributingtotheeldsbodyofknowledge(includingteaching,conductingresearch,andwritingforpublications).HOWTOBESTDEVELOPTHISCOMPETENCYHowdoaspiringleadersbestdevelopprofessionalism?Asisthecaseformostcompetencies,thebestplacetostartisbygaininganunderstandingofonescur-rentlevelsofmastery.Also,becausestandardsforprofessionalismcanvaryap-preciablyatdifferentmanageriallevels,theapproachestomasterywillalsodifferdependingononescareerstage.Table1providesexamplesofthetypesofdevel-opmentactivitiesassociatedwithindividualsatdifferentcareerlevels.Forindividualsattheentryorevenpreentrylevel,therearemanyopportu-nitiestodevelopprofessionalism,assumingoneiswillingtoputforththetimeandinitiative.Forexample,graduatestudentsattheRushUniversityhealthsys-temsmanagementprogramareaskedtothinkofeachpractitionertheymeetasamemberoftheirdevelopingnetworkofresourcesandasrolemodels.Theyarealsoencouragedtotakeresponsibilityforappropriatelycultivatingtheserela-tionshipsappropriately.Joiningprofessionalassociationsisanotherwaytostartinternalizingprofessionalnormsquickly;manyassociations,suchastheAmericanCollegeofHealthcareExecutives,offerspecialopportunitiesforstudentsandearlycareeriststojump-starttheirskills.Forleadersinmid-levelroles,theemphasisonprofessionalismshiftsinseveralWhileself-developmentremainscriticalatthisstage,thefocusshouldbeonunderstandingthenormsandexpectationsofmoresenior-levelrolesaswellascultivatingandmaintainingopportunitiestokeepintouchwiththeconsumerstheorganizationserves.Apartofthisshiftalsoinvolvesmakingmoresubstantivecontributionstoothersintheprofessionandtothegreatergoodofthe Competencies 221 TABLE1ProfessionalismandItsDevelopmentatDifferentCareerLevels Entry Middle Senior Denition Firstpositionoutofgraduateschooluptorst-levelof Managerofmanagersrolesuptoserviceline level Fromvicepresident CompetencyAreasprofessionalrolesandnorms Joiningrelevantattendingevents;gettinginvolvedin activities;seekingoutopportunitiestoobserveandmodelsenior-levelnorms Strivingtobeamodelofwithinonesofothers Workingwithothers Developingskillsingivingandreceivingfeedback;developingworkrelationshipsacrosstheorganization Cultivatingworkingrelationshipsacrosstheorganization;developingwithothersinsimilarpositionsatotherorgani-zations;activelyseeking/providing Cultivatingahelpingdirectreportsaligncareergoalswithobjectives;otherstopursuedevelopment Managingoneself Developingbalancebetweenroleswithinandoutsideofwork;activelyplanningandmanagingones Maintaininganeffectivework-lifeintegration;continuingtomonitorandmanagetimeandstress;planningforcareerandpost-careerlife Ensuringthatroleswithinandoutsideworkblendeffectively;activelyplanningpost-careertransition;preparing Contributing Directlycontributingonestimeandresourcestohelpothers;seekingotherstohelpdevelopones expertiseandresources,bothwithinandoutsidetheorganization,throughactivitiessuchasmentoring,andadvocacy Rolemodelingandpromotingtheimportanceofcontributing;developingaclimatethatfacilitatesotherscontributions JournalofHealthcareManagement51:4July/August2006 Attheseniorlevel,theprofessionalismfocustypicallyshiftsonemoretime.Expectationsofseniorexecutivesaresetnotonlywithintheorganizationbutalsoamongotherexecutiveswithinagivencommunityorevennationally.Thereareopportunities(andoccasionallyexpectations)foraleadertousehisorherpositionasaleveragetosupportthecommunityforexample,byjoiningboardsofotherorganizationsorbytakingleadershiprolesincivicorganizations.Withinonesorganization,thefocusshouldalsoshiftsomewhatfrommodelingpro-fessionalismtowardmoreactivelyfacilitatinganorganizationalclimateconducivetoprofessionalismatalllevels.Whilethismaybeaccomplishedpartlythroughonespublicconduct,itwillalsobeafunctionofhowpeoplearerewardedandpromotedwithintheorganization.HOWORGANIZATIONSCANUSETHISCOMPETENCYAttheorganizationallevel,professionalismisoftenanappropriatecomponentofabroaderefforttosendhealthcareconsumersauniformmessagethattheircareisinthemostcapablehands.TheHLAdescriptionsoftheareasinthiscompetencycouldbeusedasaguideforcraftingastatementthatprofessionalismisanorgani-zationalvalue,suchthatitsimportancecanbereadilycommunicatedatalllevels,promotedthroughrewardsystems,andmonitoredthroughtheappraisalprocess.Inaddition,theHLAdescriptionscouldbeusedtoguidehowanorganiza-tionsdevelopmentalresourcesmaybemostusefullyandefcientlyallocated.Forexample,insomeorganizationswhenleadersattendexternalconferencestheyareexpectedtosharewhattheylearnedthroughaformalinternalpresentation.Alternatively,inorganizationswherecompetencydevelopmentismoreactivelymonitored,thereareopportunitiestoidentifypatternsofneedandtolltheseneedsbybringingeducationalopportunitiesintotheorganizationratherthansendingindividualsout.Similarly,organizationsthatmoreactivelypromotemen-toringmayencourageindividualsviewedasexemplaryinprofessionalismtoserveasmentorstojunioradministrators.1.FormoreinformationontheHLAsworkoncompetency,visitwww.healthcareleadershipalliance.org/directory.cfm.2.Forausefulguideonhowprotégéscanmosteffectivelyndandusementoringopportunities,seeDye,C.,andA.Garman.2006.AppendixC:Mentors:HowtoIdentify,Approach,andUseThemforMaximumImpact.InExceptionalLeadership:16CriticalCompetenciesforHealthcareExecutives.Chicago:HealthAdministrationPress. Formoreinformationontheconceptsinthiscolumn,pleasecontactAndyGarmanatandy n garman@rush.edu.