Leadership Styles & Applications for OT

Leadership in OT: Context and Goals

• Leadership is framed as an opportunity to serve, not merely a title. The session emphasizes that leadership styles vary and can be adapted to meet the needs of patients, colleagues, students, and communities.
• Real-world leadership requires shifting styles based on the scenario (clinical care vs program development). Example given: during a motor vehicle accident (Jaws of Life), a directive/authoritarian approach may be necessary rather than a democratic vote.
• Expect to encounter diverse leadership opportunities that require you to pivot your approach as needed throughout your career.
• The session includes a live screen share to discuss leadership styles and an interactive tool (Slido) to engage students.

Key Leadership Styles (definitions, signs, and significance)

• Transformational leadership
  • Definition: leadership that inspires and motivates; lead by doing; demonstrates what leadership looks like; encourages innovation, creativity, and professional growth.
  • When to use: times of change and growth; environments needing creative problem-solving.
  • Examples discussed:
  • A school teacher who inspired students and changed their view of leadership.
  • In program development, creating an innovative class, while ACOTE standards require clear checkboxes and compliance for accreditation.
• Transactional leadership
  • Definition: focuses on rewards for performance and penalties for underperformance; clear structure and expectations.
  • Characteristics: outcome-driven, consequences-based, clear rules.
  • Context in examples: interplay with task-oriented requirements (e.g., meeting accreditation checklists vs. creative development), illustrating how some tasks are better served by a transactional approach.
• Visionary leadership
  • Definition: sees a future state, aligns team goals with organizational mission, and develops a plan to achieve it.
  • Significance: drives long-term strategy and can mobilize teams toward shared goals.
  • Examples discussed:
  • Vision meetings in a local church and the role of leaders who articulate where the organization should go.
  • SOTA leadership development and Phi Theta Epsilon initiatives; capstone projects guiding future directions.
  • Capstone projects where students identify gaps and build toward future needs.
• Situational leadership
  • Definition: adapts leadership style to the maturity level, skills, and readiness of team members; adjusts based on the situation.
  • Practical use: highly relevant in fieldwork supervision where a student’s readiness changes from day 1 to week 11.
  • Examples given:
  • A principal who keeps doors open and adapts to varying staff needs; a quarterback adjusting to different receivers and plays (analogy used to illustrate adaptive leadership).
• Task-oriented vs. relationship-oriented leadership
  • Not a separate leadership style, but a dimension that can influence approach.
  • Task-oriented example: ACOTE review requires meeting specific outcomes and documenting standards (task-driven, checkbox-like requirements).
  • Relationship-oriented example: a chair/president engaging staff in planning and inviting input (people-focused, collaborative).
  • Balance: both are necessary; high-pressure clinical moments (e.g., ICU) may require task orientation, while program development benefits from relationship-building.
• Autocratic (authoritarian) leadership
  • Definition: leader makes decisions independently without seeking input.
  • When appropriate: high-pressure emergencies where quick action is essential (e.g., patient codes).
  • Transition: the autocratic approach may shift when the code team takes over leadership roles during a code situation.
• Democratic (participative) leadership
  • Definition: shared decision-making; inviting input from the team.
  • Use cases: updating a course or program where multiple perspectives improve the plan.
• Laissez-faire leadership
  • Definition: minimal direction; the leader delegates with little oversight when the team is highly skilled.
  • Pros/Cons: can empower autonomy and creativity but may lead to confusion if the team isn’t self-directed.
  • Example: internship/outpatient setting where a supervisor gives freedom to produce tools or interventions, then provides input as needed.

Slido Polls and Reflections

• Setup: Slido was introduced to add interaction to the session. Code for Slido: 2322638 (web: slido.com). The first question appeared once the poll launched.
• Poll results: After completing the leadership quiz, participants were asked which style they identified with. Rough summary from the session:
  • A strong perception among participants that OTs tend to be democratic/participative and client-centered.
  • Quotes from participants emphasized client involvement and meeting patient goals as central to OT practice.
  • The presenters noted that their own leadership styles were close (one point apart) and leaned toward democratic/participative in the given context.
• Additional notes from the discussion:
  • Some participants could easily predict their leadership style before taking the quiz (ex: Patty mentioned predicting a democratic approach and adjusting as deadlines approach).
  • Others narrowed to a couple of options and weren’t sure of the final result (Lauren mentioned being more task oriented but acknowledging flexibility).
  • The presenters stated that leadership style can shift based on the situation, and that being able to adapt is key.
• Final poll outcome: The leaders (Davin and Collins) identified as democratic participatives; they noted their leadership style may tilt toward situational depending on context.

Breakout Group Case Scenarios

• Structure: Breakout rooms arranged by last name with three cases:
  • Case 1: Acute care staff shortage in a busy hospital (Monday morning). Two OTs off, heavy caseload (post-ops, ortho, stroke). Nurses asking for therapy times. Tasks: triage and prioritization.
  • Case 2: Outpatient clinic launching a new fall prevention program for older adults; staff resistance and doubts about the program’s value.
  • Case 3: Skilled nursing facility with level II fieldwork students; supervision conflict; one student excels in patient interaction and documentation; the other struggles; tension observed by patients.
• Discussion questions for each group:
  • Which leadership style could you use to address the challenge? Could be more than one style.
  • How would you motivate the team, build enthusiasm, or provide support to get the job done in cases 1–3?
• Case 1: Shortage in acute care
  • Group takeaway: Situational leadership plus autocratic delegation; triage to prioritize patients (stroke patients prioritized; degrade non-critical tasks); leader demonstrates “lead by example” by taking some cases herself; delegate rest to staff and rehab techs.
  • Motivational strategies discussed: delegation, prioritization, and possibly bringing in backup staff; consider performance expectations and consequences for no-shows; potential discussion of incentives like bonuses.
• Case 2: New fall prevention program
  • Group takeaway: Transformational leadership to inspire adoption and professional growth; visionary leadership to align with long-term goals; and democratic leadership to gather staff concerns and adapt the program accordingly.
• Case 3: Student supervision conflict
  • Group takeaway: Situational leadership; have individual conversations with each student to tailor approaches, while encouraging them to continue working together; acknowledge differences in skill and confidence levels; emphasize that supervisor styles can differ and that adaptation is essential.
• General insights from breakout discussions:
  • Recognize supervisor leadership style to better navigate interactions.
  • Understanding team members’ approaches helps in reframing conflicts and choosing adaptable strategies.
  • Fieldwork bootcamp concept as a precursor to ongoing supervision and leadership adaptation.

Fieldwork Supervision and Leadership Insights

• Emphasis on adjusting leadership style to fit student readiness and confidence levels in fieldwork, including:
  • Some students excel from day one; others need more support and time to acclimate.
  • Leaders should avoid trying to force a change in a supervisor’s natural style; instead, adapt to fit the environment and students’ needs.
• Practical takeaway: develop awareness of your supervisor’s leadership style early, and use that understanding to guide interactions and expectations.
• The session frames this as a precursor to fieldwork bootcamp, signaling ongoing development of leadership capabilities in real-world settings.

Career Fair, Networking, and Professional Development

• Guest presenter: Ms. Emily from the Career Service Center (Ms. Whidden in the transcript).
• Virtual career fair structure:
  • Date/time: Friday, September 26, 4:00–8:00 pm (group sessions run in 30-minute blocks).
  • Purpose: networking, learning what employers look for, opportunities such as mentorships and fellowships, and insight into company culture.
  • Availability: over 6,500 locations and jobs; filterable by OT only, PT only, or both; Power BI integration for more refined searching.
• Handshake registration process:
  • Sign up in Handshake; update graduation date and degree/major; ensure account linkage (especially for Baylor students due to potential email glitches).
  • Register for the career fair via a specific invitation link; group sessions are the focus for first-year students; one-on-one sessions are for later stages (interview readiness).
  • Attend group sessions to gain insights and practice; you can also sign up for real-time chats with employers during the event.
• Scheduling and logistics:
  • Use Handshake to view available 30-minute group sessions and confirm slots; time-specific entry is strict (enter a minute early, but you won’t be admitted earlier than that).
  • Night-of-event: access your schedule via Handshake and join sessions as scheduled.
• Extra credit and attendance tracking:
  • Attendance is tracked via Handshake; Ms. Sweden will pull reports to verify attendance and award extra credit:
  • Two additional points on the True Learn quiz for attending at least one group session; no extra credit for just watching a recording.
• Additional notes:
  • There are both group sessions and one-on-one sessions; one-on-ones are not available yet for first-year students and will be more relevant in the second year.
  • The fair serves all 50 states and helps customize experiences based on student preferences and anticipated locations.
• Practical outcomes:
  • Build networking skills, learn employer expectations, and understand fieldwork site options for rotations.
  • Gather information to inform capstone and job search strategies in year two.

Practical Takeaways for Exam Preparation

• Core concepts to remember:
  • Leadership is situational and adaptive; there is rarely a single “correct” style across all scenarios.
  • Transformational leaders motivate and inspire change; transactional leaders emphasize structure and rewards/punishments; visionary leaders focus on future directions; situational leaders adapt to the readiness and needs of others.
  • Autocratic leadership is effective in emergencies; democratic leadership fosters collaboration; laissez-faire leadership works when team capability is high and self-direction is present.
  • Task-oriented leadership is often necessary for compliance and accreditation tasks (e.g., ACOTE); relationship-oriented leadership enhances engagement and buy-in; many clinical and educational settings require a balance of both.
  • In real-world practice, leaders often blend styles (e.g., situational + democratic during planning, autocratic during a crisis, transformational during program development).
• Real-world signs and examples to recall:
  • EMT/ICU emergencies demand quick, decisive, task-driven action (autocratic/authoritarian).
  • Program development and accreditation require meeting precise standards and often call for clear expectations (transactional) while still encouraging staff input (democratic) and vision for future change (visionary).
  • Fieldwork supervision requires adjusting style to each student’s current level of independence and confidence (situational).
• Connections to broader concepts:
  • Leadership style informs patient-centered care and client engagement in OT practice, aligning with the OT emphasis on client participation and shared decision-making.
  • Ethical implications include integrity, humility, listening with compassion, and leading to lift others toward growth and healing.
• Practical actions to study for the exam:
  • Memorize definitions of each leadership style and identify a real-world OT context where it would fit.
  • Be able to justify why a particular style is appropriate for a given scenario and how you would motivate the team in that context.
  • Recognize that leadership style can and should shift with the situation, maturity level of team members, and organizational goals.
• Final note: The session culminates in applying these styles to concrete cases (Case 1–3) and practical opportunities like the career fair to illustrate how leadership and professional development intersect in OT practice.