How Leaders Can Communicate Effectively to Develop Staff and Transform an Organization - Term Paper Example

How leaders can communicate effectively to develop staff and transform an organisation Introduction Clinical practice occurs in a dynamic and demanding environment. The nature of this profession requires that the highest level of standards and expertise are implemented. Therefore, leaders in this field have a huge task in ensuring that they develop their staff by equipping them with appropriate knowledge and skill set. In addition, leaders in clinical practice have to ensure that they create a conducive work environment characterised by safety, adequate resources, a well-trained manpower, the provision quality healthcare services and comprehensive compliance with the set legal and ethical standards. In order to actualise this goal, effective communication is paramount. Through effective communication, leaders in clinical practice can develop their staff and transform their organisation (Roussel, 2011). This paper seeks to critically discuss how leaders can communicate effectively in order to develop their staff and transform their organisations. This discussion will specifically focus on leaders in the clinical practice. Foremost, this paper will examine the importance of communication in clinical practice. In this case various relevant literatures will be reviewed and specific examples provided to demonstrate the significance of communication in clinical practice. Secondly, it will analyse the effectiveness and limitations of some of communication strategies and theories proposed by researchers and theorists. Subsequently, this paper will illustrate how leaders can communicate effectively in order to develop their staff and transform their organisations. Importance of effective communication clinical practice Over the years, a number of studies have been conducted to examine the significance of effective communication in clinical practice. Most of these studies depict that communication is very crucial in clinical practice since it determines the provision of quality health care services (Rimondini, 2010). For instance, a study conducted by Beckman et al (2012) established that effective communication in clinical practice promotes the well-being and satisfaction of physicians and nurses in the course of their practice. The findings of this study were established through in-depth, semi-structured interviews conducted with primary care physicians who had undergone a mindful communication program for over 52 hours. Through these interviews it was established that effective communication in the workplace can help to improve empathy, reduce burnout and distress among primary care physicians. According to the findings of this study, effective communication can also help to promote work satisfaction and the ability of physicians to respond creatively to a dynamically changing work environment (Beckman et al, 2012). In the book, “Communication in cognitive behavioral therapy” Rimondini (2010) also examines the significance of communication in clinical practice. Rimondini notes that a clinician with an excellent theoretical background and years of experience may fail to realize their full potential if effective communication process are absent in their work settings. Rimondini further established that effective communication can help to enhance quality care in clinical practice. For example, the effectiveness of cognitive behavioral therapy heavily relies on the ability of the clinical therapist to employ suitable emotion-handling approaches such as legitimating and empathetic comments. A clinical therapist who lacks these communication techniques may not be effective in their practice (Rimondini, 2010). Moreover, effective communication in clinical practice can lead to effective collaboration and patient satisfaction. When physicians employ suitable communication approaches that demonstrate empathy and sensitivity to the conditions of patients, they are able to reduce anxiety levels among patients, build healthy patient-physician relationships and enable patients to easily open-up and talk about their condition. This can in turn promote patient satisfaction. Furthermore, when leaders or administrators in clinical practice effectively communicate to their staff about their expectations, they can realise improved collaboration and better outcomes (Rimondini, 2010). In a study conducted by Kripalani et al (2007), poor transfer of information was found to be a major cause of adverse clinical outcomes since it impedes on quality care during follow-up. As a result Kripalani et al (2007) recommend that in order to improve patients’ outcomes through the delivery of quality healthcare services, it is essential for clinical leaders and administrators to develop and implement effective communication processes and strategies (Kripalani et al, 2007). In addition to this, Cyna, Andrew, Tan & Smith (2010) observe that improved clinical communication can improve patient satisfaction, help to avert avoidable clinical errors and enhance better interaction within clinical settings. Furthermore, improved clinical communications help to promote better work relations between colleagues and enhance work satisfaction in clinical settings (Cyna, Andrew, Tan & Smith, 2010). Based on the findings of literature reviewed in this section, it is evident that, effective communication in clinical practice is very crucial since it helps to promote the provision of quality health care services, patient satisfaction, better work relations and collaboration. Nevertheless, recent research studies have examined the communication behaviours employees working in hospital or clinical settings. A considerable number of these studies show that the communication behaviours of employees working in hospital or clinical settings were inefficient. It was noted that most workers had the tendency of using synchronous forms of communication like chance face-to-face meetings with their colleagues and the use of telephones. These forms of communication were found to be ineffective since they contribute to a highly interruptive environment and the increase of clinical errors (Cima & Clarke, 2011; Cyna, Andrew, Tan & Smith, 2010). It is therefore essential to improve communication in order to realise positive outcomes in clinical practice. Effective communication among leaders in clinical practice is especially crucial since it can help to develop staff and transform the workplace. In as much as the studies highlighted in the above section have shown that the lack of effective communication in the clinical practice can result to inefficiencies and errors when it comes to the delivery of services, there are also conflicting findings. For instance, a number of major reviews and studies find no positive correlation between effective communication and better patient outcomes (Seago, 2008).Some of these studies also do not report any positive correlation between effective communication and physician satisfaction. Furthermore, these studies showed that nurses and physician perceive effective communication differently, thus it is difficult to ascertain what effective communication in clinical practice entails. Nonetheless, despite the fact that descriptive evidence on the link between effective communication and clinical efficiency is conflicting, most research studies do not negate the hypothesis that better communication can have positive impact on staff and patient outcomes (Seago, 2008). Leadership and Communication A wide range of studies and theories are relevant to communication within the clinical practice. In this section, several theories highlighting nurse physician communication will be highlighted in brief. In this case, physicians will represent the role of leaders in clinical practice whereas nurses will epitomise the role of staff within a clinical setting. Jurgen Habermas’ critical theory is a good example of a theory that has been used to demonstrate successful collaboration between nurses and physicians in terms of communication or the exchange of information (Seago, 2008). This theory accentuates on the need to move beyond the basic exchange of information and challenge assumptions and distortion in communication relationships. In other words, this theory suggests that, in order for leaders to communicate effectively in a way that will develop their staff, communication should not be one-way, whereby the leader issues instructions and the staff follow. Rather, communication should be two-way such that it provides the staff with an opportunity to open up and interact with their leaders and question or critique the information that they have been given. This will in turn help the staff working in a dynamic clinical environment to become critical and creative thinkers especially when it comes to responding to complex clinical issues (Seago, 2008). However, theories of Michael Foucault and other poststructuralist on power and knowledge contend with the sentiments of Habermas in his critical theory. Unlike Habermas’ critical theory, Foucault and other poststructuralist assert that knowledge that is connected to power assumes authority of the “the truth” and has power to make itself true. Moreover, Foucault observes that, when knowledge is used to regulate the behaviours or conducts of others, it involves constraint and the practice of disciplining and regulation thus it exerts power. Hence, there is no power relation without the correlation of a particular field of knowledge (Seago, 2008; Mey, 2009). In relation to communication in clinical practice, Foucault’s sentiments on knowledge and power imply that leaders can exercise power or authority through communication. Without any form of communication leaders may not be able to exercise power or authority. Nevertheless, a critical look at Foucault’s sentiments on knowledge and power, it is evident that unlike Habermas, his outlook on communication is one-sided thus it does not provide for open leader and staff interactions within the work settings (Mey, 2009). As stated earlier, communication among leaders in clinical practice is very crucial. As a result, it is very important for leaders to learn how to communicate effectively so that they can realise positive outcomes. Which approach of communication is the most effective, is one the contentious issues relating to this subject. However, it is worth noting that, communication is not just verbal, in fact studies show that 93% of communication is conveyed through non-verbal cues such as tone, body language and attitude, leaving 7% of communication conveyed through verbal communication. Therefore, if leaders are to employ effective communication approaches they should also put into account the non-verbal aspects of communications (O’Donnell & Rosenstein, 2008). How leaders can communicate effectively One of the most important aspects of effective communication is choosing the right channel of communication. Decker (2006) notes that, one of most effective channels that leaders can use to communicate is face to face communications. Through face to face communication leaders can be able to articulate themselves efficiently and effectively. Using this approach, leaders can be able to communicate to the staff their expectations and goals of the organisation. This will in turn enable the staff to get a clear and concise perspective regarding what they are expected to do thus enabling them to carry out their duties according to the required standards. Additionally, when employees are well-informed about the strategy and vision of their organization, they can effectively collaborate with a common purpose. Moreover, face-to face communications can enable leaders to effectively confront employees who are underperforming and help them to motivate, inspire or even reprimand these employees so that they can improve their performance (Decker, 2006). Ardnt (2011) concurs with the sentiments of Decker (2006) by observing that face to face communication entails a personal mode of communication where individuals or groups can directly respond to signals and flexibly give direct feedback to the communicator. Ardnt (2011) also notes that, face to face communications enables the communicator to exert more persuasion and influence than other forms of communications. It also enables the recipients to receive information from both verbal and non-verbal cues. Therefore, based on the sentiments of Decker (2006) and Ardnt (2011) leaders can communicate effectively to develop staff and transform clinical practice through the use of face to face communication. A number of theories support the use of face to face communication due to its effectiveness in the delivery of rich and unambiguous information. For example, the media richness theory mainly focuses of communication effectiveness and the processing of information. According to this theory, the choice of a particular channel of communication is dependent on the purpose or equivocality of the information. In this case equivocality refers to the ambiguity caused due to conflicting interpretations. Based on this theory, an effective communication channel is one that reduces ambiguity. With reference to this theory face to face communications are effective since it help to reduce ambiguity. Through face to face communications attention can be directed towards increasing or clarifying information thus minimizing uncertainty and equivocality (Miller, 2009; Ardnt, 2011). In addition to this study by An and Frick’s (2006) established that face-to-face communications are faster, more convenient and easier than computer-mediated communication channels. On the other hand, some studies show that face to face communication is more disadvantageous than beneficial. These studies point out that face to face communications can be demanding and time consuming. Due to the demanding nature of the clinical practise it may be difficult for leaders to find the appropriate time to communicate with their staff. Some studies also show that face to face communication can be in inefficient in large organisations especially when various departments are situated in different locations. For example, in a hospital setting, there are various departments that may not be located in close proximity as a result leaders may find it difficult to gather the staff from every department and communicate to them on a face to face basis (Lundgren & McMakin, 2011; Guffey & Loewy, 2010). Ean (2010) recommends the use of technology as way of helping leaders to effectively communicate so as to develop their staff and transform their organisations. Recently, the internet and new communication and technological innovations have radically impacted on the way communication is conducted in organisations. Ean notes that the use of technology in communication has helped to promote efficiency, reduce stress, and minimize the use of resources and easen the workload of employees. With reference to the sentiments of Ean (2012), it is plausible to conclude that leaders can effectively communicate to develop their staff and transform their organisations through the use of technology in form of computer-mediated communication avenues like e-mails intranet, corporate website and instant messaging. The use of technology in communication can help leaders to support problem solving by asking for more focused, purposive and on-task communication from their staff. Furthermore, the use of technology to communicate can help leaders to communicate to their staff with ease and make follow-ups on the progress and performance of their employees. This can in turn enhance performance and productivity in the organisation. In clinical practice, the use of technology in communication may enable leaders to disseminate work-related information to staff working in different departments, areas or time zones (Ean, 2010). This may enhance collaboration and knowledge sharing thus leading to better outcomes as far as the delivery of quality health care services is concerned (Heisler & Crabill, 2006; Ean, 2010). Conversely, some studies depict that the use of technology in form of computer-mediated communication avenues like e-mails intranet, corporate website and instant messaging has the potential to bring about detrimental impacts especially in clinical practice. Studies conducted by Cima & Clarke (2011) and Cyna, Andrew, Tan & Smith (2010) demonstrate that these forms of communication are ineffective and disadvantageous since they contribute to a highly interruptive environment and the increase of clinical errors. Generally, the nature and demands of the clinical profession is a factor that leaders should consider when selecting the communication avenues to use. Clinical practice is a life and death issue thus there is no acceptable room for experimentation or error (Benner, Benner, Tanner, & Chelsa, 2009). In order for leaders to develop their staff and transform their organisation through effective communication it is very essential for them to select suitable avenues for communication. The selection of communication avenues should be based on how effective these avenues are in achieving the bottom-line of the organisation’s mission and how these avenues can fit in a strategic internal communication process. In addition to this, leaders should consider the nature and purpose of their message when selecting a suitable communication avenue. Besides, using suitable mediums for communication to develop staff and effect changes in their work settings, it is also important for leaders exude appropriate behavioural aspects when communicating with their staff. For instance, Kline (2012) observes that in order for leaders to exercise effective communication, they should establish suitable working environment by building healthy employer-employee relationship. Kline disagrees with Frederick W. Taylor’s works on leadership in the 20th century who suggested that employees are naturally lazy and thus they require constant supervision and discipline. Instead he advocates for healthy employer-employee relationship characterised by respect and communication. Leaders in clinical practise should exemplify effective decision making and leadership in complex situations. They should have solid experience and knowledge when it comes to providing guidance to their staff on wide range of medical and therapeutic. Furthermore, they should demonstrate their leadership attributes in their work relations with their staff by effectively communicating and collaborating with their staff to improve the delivery of quality health care services. In addition to this, leaders in clinical practise should act as mentors in building a supportive work environment and promoting the professional development of their staff. Moreover, Kline recommends that leaders can communicate effectively to develop staff and effect changes in their work settings by listening effectively, showing empathy and encouraging regular feedback from their staff (Benner et al, 2009). Conclusion Basically, this paper has discussed how leaders can communicate effectively to develop staff and transform their organisation. The focus of this paper was directed towards clinical practice. The findings of this paper depict that effective communication is very crucial in clinical practice since it determines the provision of quality health care services (Rimondini, 2010). Nevertheless, some studies show no positive correlation between effective communication and physician satisfaction. Despite this conflicting evidence, most studies do not negate the premise that better communication can have positive impact on staff and patient outcomes (Seago, 2008). Thus it is essential for leaders to communicate effectively in order to develop their staff and effect positive changes in their organisations. One of the most important aspects of effective communication is choosing the right channel of communication. In addition to this, it is essential for leaders to exude appropriate behavioural aspects such as listening effectively, showing empathy and encouraging regular feedback from their staff (Benner et al, 2009). References Beckman, H., Wendland, M., Mooney, C. Krasner, M., Quill, T. Suchman, A . & Epstein, R. (2012). “The Impact of a Program in Mindful Communication on Primary Care Physicians.” Academic Medicine 87(6): 1- 5. Benner, P., Benner, P.A, Tanner, C. A. & Chelsa, C.A. (2009). Expertise in Nursing Practice: Caring, Clinical Judgment & Ethics, Second Edition. 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