HCM 5020 Module 1 Strategic Leadership Paper Example

Reviewed by Edgar Pennington, MBA Thomas Edison State University Updated October 2026

This HCM 5020 Module 1 example is a graduate written assignment on strategic leadership, written in the voice of a new imaging services director at a composite 260-bed hospital in Monmouth County, New Jersey. It was prepared for Healthcare Administrator Leadership, a course in TESU's Master of Science in Healthcare Management, where Module 1 asks what leadership contributes to outcomes and how a leader's skills fit the organization. The paper uses two studies to show that supervisors' behavior affects satisfaction and burnout, matches leadership styles to three problems, technologist turnover, slow emergency CT and lost outpatient volume, and critiques the director's own skills with a development plan and measures. The catalog lists the course as HCM-5020.

CourseHCM-5020 Healthcare Administrator Leadership
ModuleModule 1
Paper typeWritten assignment: healthcare strategic leadership
LengthAbout 1,076 words, 6 pages
FormatAPA 7 student paper
SchoolThomas Edison State University
ProgramMaster of Science in Healthcare Management
UpdatedOctober 2026

Free sample paper for HCM 5020 Module 1

1

Leading a Department That Is Losing People and Patients: Choosing a Leadership Style for Hospital Imaging Services

Student Name

Master of Science in Healthcare Management, Thomas Edison State University

HCM-5020: Healthcare Administrator Leadership

Mentor Name

Month Day, Year

What this page is doingThe title states the two pressures the leader faces before naming the task. Graduate mentors expect a leadership style to be chosen for a situation, and the title signals that the paper does exactly that.
2

Leading a Department That Is Losing People and Patients: Choosing a Leadership Style for Hospital Imaging Services

Eight months ago I became director of imaging services at a composite 260-bed community hospital in Monmouth County, New Jersey. The department employs about 95 people, including radiologic and CT technologists, MRI and ultrasound staff, nuclear medicine technologists, schedulers and transport aides, and it works with an independent radiology group under contract. I inherited three problems. Technologist turnover reached 22% last year, so we rely on travel staff on nights and weekends. Emergency department physicians complain that CT scans for suspected stroke and abdominal pain take too long from order to completed images. And our share of the region's outpatient MRI and CT has fallen as two freestanding imaging centers opened nearby. This paper evaluates what role leadership plays in these problems, which leadership style is most likely to improve them and how my own skills and gaps fit that need.

The Role of Leadership in a Clinical Department

It is tempting to see these problems as staffing, process and market issues that leadership can only manage around. The evidence suggests leadership plays a larger part. Cummings et al. (2018) systematically reviewed 129 studies of how nurse leaders' styles relate to staff and workplace outcomes. The patterns were consistent: relational styles, which emphasize people and relationships, were associated with higher staff satisfaction, better well-being and stronger relations among staff, while in many studies, leaders who concentrated mainly on tasks had less satisfied staff. Imaging technologists are not nurses, but they work under similar conditions, around the clock in a hospital where clinical demands are unpredictable, so the pattern is likely to apply.

The effect of leaders on clinicians' well-being can also be measured directly. Shanafelt et al. (2015) surveyed 2,813 physicians at a large academic system and found that each one-point increase in a composite score of their immediate supervisor's leadership behaviors was associated with a 3.3% lower likelihood of burnout and a 9.0% higher likelihood of satisfaction. The behaviors rated included keeping people informed, encouraging them to suggest improvements, treating them with respect and supporting their career development. For a department losing a fifth of its technologists each year, these findings mean that what supervisors do every day is a main lever on retention, not a soft extra.

What this page is doingThe paper establishes leadership's role with two studies before choosing a style. Graduate mentors look for evidence-based claims about leadership rather than general assertions.
3

Evaluating Leadership Styles for This Situation

Each of the department's problems calls for different leadership behavior. Turnover is mostly a relational problem. In stay interviews, technologists who remained said they valued the team on their shift and a supervisor who listened, while exit interviews cited unpredictable schedules, being floated without notice and feeling that complaints went nowhere. A transformational approach, in which the leader articulates a shared purpose, pays individual attention to staff and invites them to rethink how work is done, fits this problem well.

The CT delay is a process problem that needs both relational and task focus. Technologists, transport, emergency nurses and radiologists each own part of the timeline. The leader must convene them, keep the focus on data and hold people to agreed standards. Here a transactional element, clear expectations and follow-through on agreed targets, is necessary; relational warmth alone will not shorten the time to images.

The market problem is strategic. Winning back outpatient volume requires a leader who can read competitors, make a business case to executives and negotiate with the radiology group over scheduling and report turnaround. That calls for strategic and political skill more than any single style.

The best fit, therefore, is a primarily transformational style that sets direction and builds commitment, combined with transactional discipline on measurable process targets. Situational adjustment matters too: new technologists need more direction, while experienced lead technologists need more autonomy.

Recent research supports that blend. Avolio et al. (2009), reviewing the leadership literature, traced the field's movement away from a single leader's style toward leadership that is shared or distributed across a team, and toward the quality of the relationship a leader builds with each follower. That view points to a practical step for this department: developing the four shift supervisors as leaders in their own right, so that technologists on nights and weekends experience good leadership even when the director is not in the building.

What this page is doingRather than naming one style as best in general, the paper matches styles to each problem and then combines them. That reasoning addresses the first objective's question of which style contributes most to positive outcomes.
4

Critiquing My Own Skills

A leader's style is limited by her skills. My background is as a CT technologist who became a supervisor and then a manager at a larger hospital, so my strengths are technical credibility and process improvement. Staff trust that I understand their work, and I am comfortable with data. A 360-degree feedback survey completed by 22 staff, peers and my vice president in my third month, however, identified two gaps. First, I tend to solve problems myself rather than coaching supervisors to solve them, which leaves my four shift supervisors underdeveloped and makes me a bottleneck. Second, I have limited experience presenting a strategic business case to executives and negotiating with physician groups, both of which the outpatient problem requires.

My development plan addresses both. For coaching, I have begun weekly one-to-one meetings with each supervisor focused on their decisions, not mine, and I will ask them to lead the next turnover and CT improvement efforts with my support. For strategic skills, I have asked my vice president to let me co-present the imaging plan at the next capital committee meeting and will complete the hospital's leadership program module on negotiation. A second round of the same feedback survey a year from now will show whether these gaps have narrowed.

Expected Outcomes and Measures

If the leadership approach is working, three measures should improve within a year: technologist turnover should fall from 22% toward the hospital average of 14%, the median time from CT order to completed images for emergency stroke and abdominal pain patients should fall, and outpatient MRI and CT volume should stabilize. I will also track two leadership measures: staff ratings of their supervisors on the hospital's annual engagement survey and the share of supervisors who say they have the authority to solve problems on their shifts.

Conclusion

Leadership is a central lever on the problems my department faces, not a backdrop to them. A transformational style that builds commitment, combined with transactional discipline on process targets and adjusted to each person's experience, fits a department losing people and patients. Its success depends on whether I can develop my supervisors and build the strategic skills I lack, and both will be measured.

References

Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual Review of Psychology, 60, 421-449. https://doi.org/10.1146/annurev.psych.60.110707.163621

Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P., & Chatterjee, G. E. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60. https://doi.org/10.1016/j.ijnurstu.2018.04.016

Shanafelt, T. D., Gorringe, G., Menaker, R., Storz, K. A., Reeves, D., Buskirk, S. J., Sloan, J. A., & Swensen, S. J. (2015). Impact of organizational leadership on physician burnout and satisfaction. Mayo Clinic Proceedings, 90(4), 432-440. https://doi.org/10.1016/j.mayocp.2015.01.012

HCM 5020 Module 1 instructions, in plain terms

HCM-5020 Module 1, Healthcare Strategic Leadership, maps to the first and sixth objectives: evaluating the administrator's leadership role and which style contributes most to positive outcomes, and critiquing skill sets and strengths to improve an organization. The syllabus requires each of the five written assignments to cite at least two scholarly sources beyond the module's study materials, integrated with in-text citations, and to follow APA format with a title page, references, Times New Roman 12-point, double spacing and one-inch margins. Written assignments carry 40% of the grade together. Expect this first one to ask you to evaluate leadership styles for a real or realistic setting. Read the prompt for any required headings and answer them in order.

How this HCM 5020 Module 1 example is built

The sample is written in the first person by an administrator because the module asks students to evaluate leadership in their own context. It opens with the department, its size and three measurable problems. Two scholarly studies establish leadership's effect on staff outcomes before any style is chosen. Styles are then evaluated against each problem separately, and the paper combines them into a blended approach rather than declaring one style best. The self-critique uses 360-degree feedback, names two specific gaps and attaches concrete development actions. A measures section gives targets for the department and for leadership itself, and the conclusion links style, skills and outcomes. The voice stays professional throughout, even in the self-assessment.

HCM 5020 Module 1 rubric: what earns full marks

Mentors in HCM-5020 assess written assignments for how well they evaluate leadership rather than describe theories, how effectively scholarly sources are integrated, and whether the analysis applies to a real setting. For Module 1, they look for an evidence-based account of leadership's role in outcomes, a justified choice of style for a specific situation, and an honest critique of skills with a plan to improve. The syllabus's source and format requirements are part of the grade: two scholarly sources beyond the study materials, in-text citations, a title page and references. Graduate writing that is concise and organized under clear headings completes the evaluation.

HCM 5020 Module 1 help from the desk

The weakest leadership papers define transformational, transactional and servant leadership in turn and then declare one of them best. Mentors want a style chosen for a situation and supported by evidence. Another common gap is a self-critique that lists only strengths; identify real weaknesses and what you will do about them. Make sure your two outside sources are scholarly and not among the module readings, as the syllabus requires. First-person writing is usually acceptable when the prompt asks about your own leadership, but keep the tone professional. A writer at our desk can turn your own role, department and prompt into a Module 1 paper of this kind.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More HCM 5020 and Master of Science in Healthcare Management sample papers

HCM 5020 Module 1 questions, answered

Where can I find a free HCM 5020 Module 1 sample paper?

Nothing is cut from the strategic leadership paper shown here: it carries its evidence on leadership's effect, style evaluation, self-critique, measures, reference list and annotations, demonstrating style judged against a real department's needs.

How many sources do HCM-5020 written assignments need?

The syllabus asks for at least two scholarly sources that are not listed as study materials in the module, cited in the text and in an APA reference list.

Can I write the leadership paper in the first person?

If the prompt asks you to evaluate your own leadership or role, first person is usually appropriate. Keep the tone professional and support claims with sources.

Which leadership style is best for healthcare administrators?

No single style fits every situation. Research favors relational styles for staff outcomes, but most leaders need to combine them with clear expectations and adjust to each person's experience.

What is a 360-degree feedback survey?

A survey in which a leader's staff, peers and supervisor rate the leader's behaviors, giving a fuller picture of strengths and gaps than self-assessment alone.