OT Managerial Class

Prayer and Opening Remarks

• Global and national call for peace; praying for grieving, fearful, or wounded individuals; healing for the brokenhearted; guidance for leaders toward justice and compassion.
• Remembrance of those lost on 9/11; honoring their lives and supporting loved ones who still carry that weight.
• Request to surround families of the fallen with strength, comfort, and presence; prayer for peace to take root in communities, the nation, and the world; desire to be instruments of love, sowing unity where there is division and hope where there is despair.
• Amen.

Welcome and Session Logistics (Opening and Agenda)

• Doctor Collins invites discussion to start, with a plan to allocate time for business plan planning and the upcoming assignment details.
• Mention of Lab immersion next week: no additional coursework, but start creating items for a business plan.
• Upcoming guest (the person who spoke last week about the research study) will join later in the session; assurance not to keep students past the afternoon.
• Brief check for availability: guest able to join today? Yes.
• Time management: session will wrap around ~10 minutes before the next segment.

Recap: Leadership Styles (From Last Session)

• Question: What is a leadership style, and why does it matter?
  • Definition: The way you lead a group of people; leadership dynamics can fluctuate depending on situation.
  • Discussion on adaptability: good leaders adapt to the situation rather than staying fixed in one style.
• Transition to new topics: shift to level two fieldwork and conflict; conflict often arises when perspectives differ on care plans for clients/patients.
• Stakeholders in health care fieldwork: nurses, PTs, supervisors, physicians, rehab techs, families, patients; each with different styles, expectations, and goals.
• Core goal: use leadership skills to guide conflict into productive experiences rather than avoid it.

Context and Stakeholders in Level Two Fieldwork

• Level two fieldwork involves collaboration with a variety of professionals and families; expects interaction with diverse leadership styles.
• Conflicts can arise from differences in personality, priorities, and goals; handling conflicts effectively requires leadership and communication.
• Emphasis on not avoiding conflict but turning conflicts into learning opportunities through leadership.

Audience Reflection: Personal Experiences with Leadership Styles

• Prompt for students to recall experiences (level one fieldwork, work, or school experiences) and identify supervisory leadership styles observed.
• Mention of identified styles from students: transactional, transformational, task-oriented, relationship-oriented, laissez-faire, authoritative, democratic.
• Student anecdotes shared during discussion:
  • Lauren: supervisors tend to be authoritative due to fast delegation in stressful health-care situations; common to observe authoritative or task-oriented styles.
  • Maddie: observed laissez-faire leadership in some contexts.
  • Doctor Collins: fieldwork educators’ leadership styles impact student perception; potential mismatch can be misread as personal dislike.

Deep Dive: Leadership Styles and Their Implications

• Democratic leadership: commonly aspired to in OT practice; teamwork and collective input are valued; context can shift leadership style.
• In high-stakes environments (ICU, burn unit, post-op cardiac care), authoritative/transactional leadership is often necessary to define parameters, ensure safety, and expedite decision-making.
• Observations about OT programs: democratic leadership is generally favored, but context may necessitate other styles.
• Key caveat: transitions between styles take time; a previously used leadership style may linger after a high-stress event, potentially affecting student perceptions.

Practical Examples: Translating Leadership Styles into Action

• Transactional example: a supervisor states, "If you don't get notes done on time today, you’ll have to stay late; we need them by 6:00 PM because I have to pick up the kids at 5:30 PM." This creates urgency and a time-bound consequence.
• Relationship-oriented example: the same goal (notes done) is framed with support and collaboration: "Kat, I see you’re working hard on your notes; you’re stressed. Let’s work through this together; is there anything I can do to speed this up?"
• Lesson: both achieve the deadline, but tone and approach differ; students should interpret leadership actions through the lens of style and context, not assume personal dislike.

Reading the Situation: Conflict Resolution and Communication

• Primary predictor of successful Level Two outcomes: open, honest communication with the fieldwork educator.
• Common misperception: a harsh or authoritative moment is a sign of personal dislike; instead, it may reflect situational leadership needs.
• Caution against hasty generalizations: one difficult instance should not be extrapolated to an overall judgment of the supervisor or the entire rotation.
• Emphasis on avoiding worst-case thinking (e.g., "I’m failing fieldwork"); instead, evaluate the overall trajectory and learning opportunities.
• Real-world note: even seasoned practitioners can have off days; maintain perspective and seek feedback.

Managing Stress, Expectations, and Self-Management During Level Two

• Conflict often stems from mismatch in leadership style or in communication expectations.
• Key strategies:
  • Initiate proactive communication with the fieldwork educator to clarify expectations and ask for guidance when needed.
  • Seek regular check-ins or structured feedback if autonomy feels overwhelming.
  • Frame requests for help professionally (examples provided later in the session).
• Examples of helpful communication patterns:
  • Acknowledging autonomy while requesting structured support: "Because I’m still new to this, would you be willing to provide some assistance until I gain more experience? Could we have a few check-ins during the day?"
  • Expressing gratitude and clarity: "Thank you for trusting me with the caseload; I may be unsure about a few things and may need some guidance."
• When to escalate: if guidance remains insufficient after attempting direct conversation, the program staff (Dr. Altuhi and Dr. Collins) can provide additional support.

Handling Perceptions and Small Setbacks

• Advice to avoid letting a single negative interaction derail confidence or the entire rotation.
• Encouragement to recognize that every engagement is a chance to learn, even if it’s a tough day; a single day does not define the rotation.
• Real-life reflection from Dr. Collins: evaluators may overestimate students’ attention to minor mistakes while missing the majority of positive work; maintain balance in self-evaluation.

Transformational Leadership and Collaborative Problem-Solving

• Transformational leadership frame: remind the team that every patient is a chance to restore independence; brainstorm strategies to improve independence (e.g., bathroom tasks for Mr. Alvarez).
• This style emphasizes shared leadership and teamwork during care planning.

Scenarios and Student Responses: A Practice Dialogue

• Scenario: A supervisor offers autonomy with limited guardrails: "You can run your caseload however you’d like; if you need me, let me know, otherwise I’ll sign your notes at the end of the week."
• Student reaction: fear and anxiety; this can feel overwhelming and may be misinterpreted by a student as lack of support.
• Appropriate student response examples:
  • Express gratitude for autonomy while requesting ongoing guidance: "Thank you for the opportunity. I may still have some questions and would appreciate guidance as I proceed."
  • Propose a plan for success: request for check-ins (e.g., morning, lunch, evening) to ensure progress and safety.
  • Reassure supervisor of accountability and willingness to ask for help when needed.
• Role of the supervisor: provide appropriate structure and support; avoid misinterpretation of intent; understand student stress during early rotations.
• Another common scenario: a supervisor’s leadership style may be perceived as harsh in the moment after an emergent situation; follow-up conversations when both parties have had time to decompress can improve rapport.

Professional Communication Tools (Examples Shared in Class)

• Use of professional phrasing to request help without sounding emotional or accusatory:
  • Examples: "Offer me exposure to new challenges. I do not feel very supported by you as my boss. I would benefit from regular check-ins with you in order to gain more consistent guidance. I need better tools to complete this work. In order for me to effectively work on this, I require access to _ ."
• Note: these examples illustrate how to articulate needs respectfully and constructively; the aim is to strengthen mentorship and guidance relationships.
• A humorous aside about a hypothetical “professionalism app” to help phrase requests politely; emphasis on thoughtful wording over impulsive messages.

Business Plan Assignment Overview (Module 4–6)

• Core deliverables: create a business plan with a accompanying 5–7 minute video pitch.
• Key components to develop (in Module 4):
  • Vision statement
  • Business description
  • Strategic plan
  • Financial plan
• Module 5: Program evaluation metrics and quality monitoring/improvement.
• Module 6: Staffing plan and final consolidation.
• Timeline and expectations:
  • The business plan work will begin in Module 4 and be submitted in Module 6; you will have two sync sessions per week (Tuesday for content and Thursday for in-class work on the plan).
  • This is an individual project (not a group project).
• Early preparation guidance:
  • Start thinking about your plan now; you can pick any OT-related business, including small ventures or programs within an existing entity.
  • Suggested ideas include: a sensory integration-based pediatric clinic; a coffee shop or book shop employing people with disabilities; an adaptive sports club; a wheelchair seating and positioning clinic; an adaptive equipment loan closet.
  • The plan must include a financial plan and align with OT values.
• Instructor note: the professor will share the live course material for the business plan; if students have trouble accessing assignments, they should email the instructors; the second weekly sync session remains mandatory for focused work time.

Vision, Scope, and Example Ideas for OT-Focused Ventures

• Vision statement should reflect OT values and the broader purpose of improving participation and independence.
• Sample ideas discussed:
  • Sensory integration-based pediatric clinic for children (e.g., ages two and up).
  • Multisite outpatient care company (as a broader example).
  • Wheelchair seating and positioning clinic within a local hospital.
  • Adaptive equipment loan closet.
  • Community spaces (e.g., coffee shop or bookstore) that employ people with disabilities and provide meaningful job skills.
• Important notes:
  • The plan can be small in scope or integrated into an existing organization.
  • A robust financial plan is required, demonstrating funding and sustainability.
• Instructor prompts students to begin drafting their vision statements to align with OT values and practical feasibility.

Guest Presentation: Pelvic Health Research Project (Hope Patchy, DPT, PhD Student)

• Guest speaker: Hope Patchy, Doctor of Physical Therapy; Baylor alum (class of 2019) pursuing PhD in Exercise and Nutrition Science; wound health specialist.
• Research projects in pelvic health; invitation to OT students to participate in research studies.
• Study types and eligibility:
  • Asymptomatic studies: involve women ages 18-50; locations include Waco and nearby areas; one study uses an intravaginal support device for female athletes; another aims to establish normative pelvic health parameters.
  • Symptomatic study (chronic pelvic pain): targeted at active-duty female military members with chronic pelvic pain; also open to civilians; scope includes multiple measurement/treatment visits.
• Participation details:
  • All studies conducted in Waco; for the chronic pain study, there is a DoD funding element; some aspects may be conducted in San Antonio for civilians.
  • Compensation: asymptomatic studies provide Amazon Gift Cards (example: 25 per visit in some asymptomatic visits); chronic pain study offers up to 300 total if completing all visits and follow-ups.
  • Each participant goes through an intake appointment with informed consent; eligibility screening determines enrollment.
• Sign-up process and contact information:
  • Email for Hope Pageant: hope
    ightarrow pageant1@baylor.edu (as written: hope_pageant1@baylor.edu).
  • Pelvic health contact: pelvichrr@Gmail (as written in transcript; Gmail domain with capital G).
  • Participants should indicate whether they’re interested in asymptomatic or symptomatic studies, and whether they’ll be in the Waco or San Antonio locations.
• Logistics and Q&A:
  • If participants have questions, they can join a breakout room with Hope or ask questions via private chat.
  • Informed consent is required for enrollment; intake appointment outlines and measurement visits.

Sign-Up, Inquiries, and Next Steps

• If you’re interested in Hope’s pelvic health studies, email the provided addresses and indicate your study interest and location.
• For the OT business plan, continue to brainstorm potential ideas and start drafting components (vision, description, strategic plan, financial plan) in preparation for Module 4.
• Final reminder: the second weekly sync session remains mandatory; you may turn your volume off if you need to focus, but you should attend for structured support and Q&A.
• Quiz reminder: a quiz is scheduled for tomorrow.

Key Takeaways and Exam-Readiness Notes

• Leadership styles are diverse and context-dependent; high-stakes environments often require more authoritative/transactional approaches, while everyday practice benefits from democratic and relational leadership.
• Conflict is inevitable in health care fieldwork; the goal is not to avoid it but to use it as an opportunity for growth through effective communication and adaptive leadership.
• Clear, professional communication is essential when requesting guidance or clarifying expectations; this reduces misperceptions and fosters productive supervision relationships.
• Level Two fieldwork emphasizes autonomy with structured support; when autonomy feels overwhelming, seek check-ins and articulate needs for guidance.
• One negative interaction should not define a supervisor or a rotation; reflect on the broader experience and identify learning opportunities.
• The OT field emphasizes collaboration and teamwork; leadership styles should adapt to patient safety and treatment goals, with emphasis on patient independence.
• The upcoming business plan assignment is a major, individual project requiring a vision, description, strategic plan, financial plan, and evaluation metrics; expect a 5–7 minute video pitch and a staged timeline across Modules 4–6.
• A guest speaker from PT (Hope Patchy) is introducing pelvic health research opportunities, including asymptomatic and symptomatic studies with compensation; participation requires informed consent and intake scheduling; contact emails provided for sign-up.