HCM 5020 Module 2 Leadership Communication Paper Example

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

This HCM 5020 Module 2 example is a graduate written assignment on leadership communication, told by the head of imaging at an invented Jersey Shore community hospital who must deliver three different messages in a single month. It was written for Healthcare Administrator Leadership in TESU's Master of Science in Healthcare Management, where Module 2 asks which communication strategy works best under which circumstances. The paper sorts messages by uncertainty and equivocality using media richness research, then picks shift-by-shift meetings and participation for a schedule redesign, a structured call format for CT delays and a short written brief plus presentation for a capital request. HCM-5020 is how TESU's catalog writes the code.

CourseHCM-5020 Healthcare Administrator Leadership
ModuleModule 2
Paper typeWritten assignment: leadership communication
LengthAbout 1,028 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 2

1

Three Messages, Three Audiences, Three Channels: Matching Communication Strategy to the Situation in Hospital Imaging

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 repeated structure of the title previews the paper's organization. It also signals the central claim, that the right strategy depends on the message and audience.
2

Three Messages, Three Audiences, Three Channels: Matching Communication Strategy to the Situation in Hospital Imaging

Leaders communicate constantly, but the same approach does not work for every message. In one month this fall, as the person running imaging at the same invented Jersey Shore hospital described in my earlier papers, I must deliver three very different messages. The first tells 60 technologists that their scheduling system and shift pattern will change. The second introduces a new process for calling emergency department staff when a CT scan for a time-sensitive condition is delayed. The third asks the hospital's executive team for $2.8 million to replace an aging CT scanner. This paper evaluates the communication strategies available to me, uses research on media richness, openness to change and structured clinical communication to decide which strategy fits each message, and describes how I will know whether each message was understood.

Choosing a Channel by the Kind of Message

Daft and Lengel (1986) argued that organizations face two different communication problems. Some messages are uncertain, meaning people lack information; others are equivocal, meaning people can interpret the situation in different ways and need to reach a shared understanding. Channels differ in richness, meaning their capacity to carry immediate feedback, multiple cues such as tone and expression, and personal focus. Face-to-face conversation is the richest channel; written reports and numerical data are the leanest. Lean channels work well for uncertain but unambiguous messages, such as a schedule posting. Rich channels are needed for equivocal messages, where people must discuss meaning, voice concerns and adjust.

This distinction gives me a way to evaluate each of my three messages. The schedule change is highly equivocal for technologists, because it affects their lives outside work and raises questions about fairness. The CT escalation process is mostly a clarity problem: staff need to know exactly what to say and to whom. The capital request falls between the two, since executives need data but also need to trust my judgment about risk.

What this page is doingA primary source supplies the criterion for choosing channels, and each message is classified before a strategy is chosen. This is the evaluation the second course objective asks for.
3

Message One: A Schedule Redesign for Technologists

The department will move from fixed eight-hour shifts assigned by supervisors to a self-scheduling system with a mix of eight- and twelve-hour shifts and a guaranteed number of weekends off. Most staff will welcome some features and resent others. Wanberg and Banas (2000) studied employees going through workplace reorganization and found that people who received more information about changes, felt able to cope with them and took part in decisions were more open to the changes, while lower acceptance predicted lower satisfaction, more irritation and stronger intentions to quit. In a department already losing 22% of its technologists a year, a poorly communicated change could accelerate turnover.

My strategy therefore relies on rich channels and participation. I will hold a meeting with each shift, at the start of their shift and including nights and weekends, rather than a single daytime town hall. A working group of eight technologists from each modality has already helped design the rules, and they will co-present. Each meeting will leave time for questions, and the group will publish answers to every question asked in a written summary afterward. One-to-one conversations will follow with staff whose schedules change most. Email will be used only to confirm dates and share the written summary, not to announce the change.

Message Two: A CT Escalation Process for the Emergency Department

The second message is different. Emergency physicians and nurses do not need persuading that delays matter; they need a reliable way to find out when a scan is delayed and why. The new process asks the CT technologist to call the emergency charge nurse whenever a scan for suspected stroke, aortic dissection or bowel obstruction will start more than 15 minutes after the order. The call follows a structured format: situation, background, assessment and recommendation.

Müller et al. (2018) reviewed eight studies of this structured format and judged the evidence for a safety benefit to be moderate, strongest where the format organized telephone calls, while noting that high-quality research on it is limited. That fits the use here. To introduce the process, I will use lean but precise channels suited to an unambiguous task: a one-page reference card at each CT console and emergency workstation, a five-minute segment at each emergency huddle for two weeks, presented jointly with the emergency nurse manager, and a short script technologists can practice. Feedback will come from a weekly review of every delayed time-sensitive scan.

Message Three: A Capital Request to Executives

Executives must decide among many capital requests, and their time is short. A long report would be the leanest channel, and a hallway conversation would be rich but undocumented. My strategy combines a two-page written brief with a 15-minute presentation at the capital committee. The brief will state the request, the scanner's age and downtime over the last year, the effect of downtime on emergency CT delays and outpatient volume, the expected return and the risks of waiting. The presentation will allow questions and give executives a chance to judge my reasoning directly. Before the meeting I will brief the chief financial officer and chief medical officer individually, so that their concerns are addressed before a formal decision is made.

Measuring Whether Messages Landed

Communication is effective only if the audience understood and acted. For the schedule change, I will survey technologists two months after implementation on whether they understood the rules and felt their input mattered, and watch turnover and use of travel staff. For the escalation process, the weekly review will show the share of delayed time-sensitive scans that generated a call. For the capital request, the measure is simpler: whether the committee approves it and whether its questions show that the brief answered what it needed.

Conclusion

No communication strategy is best in every circumstance. Equivocal messages that affect people's lives call for rich, two-way channels and participation; clear operational messages call for precise, structured tools; and decisions by busy executives call for a concise written case paired with a chance to question the person making it. Matching the channel to the message and the audience is a core leadership skill, and its success can be measured.

References

Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32(5), 554-571. https://doi.org/10.1287/mnsc.32.5.554

Müller, M., Jürgens, J., Redaèlli, M., Klingberg, K., Hautz, W. E., & Stock, S. (2018). Impact of the communication and patient hand-off tool SBAR on patient safety: A systematic review. BMJ Open, 8(8), Article e022202. https://doi.org/10.1136/bmjopen-2018-022202

Wanberg, C. R., & Banas, J. T. (2000). Predictors and outcomes of openness to changes in a reorganizing workplace. Journal of Applied Psychology, 85(1), 132-142. https://doi.org/10.1037/0021-9010.85.1.132

HCM 5020 Module 2 instructions, in plain terms

Leadership Communication is the second module of HCM-5020 and is tied to the second course objective: evaluating communication strategies and deciding which is most effective under certain circumstances. Prompts for this paper generally ask how a leader should communicate in one or more situations, such as announcing a change, resolving a misunderstanding or presenting to executives, and to justify your choices with research. As in every HCM-5020 paper, outside scholarship is required: two or more peer-reviewed sources you found yourself, woven into the text, plus the formatting the syllabus spells out. Keep the analysis tied to a real or realistic organization you can describe.

Inside the HCM 5020 Module 2 example

Instead of one situation, the sample takes three messages with different audiences so that the evaluation of strategies has something to compare. It begins with a framework from media richness research that sorts messages by uncertainty and equivocality and ranks channels by richness. Each message then gets its own section, which classifies it, applies evidence and describes the chosen channels in practical detail: who presents, when, in what format and how feedback returns. Research on openness to change supports the participative approach for technologists, and a review of structured calls supports the escalation script. The measures section explains how the leader will know each message worked, and the conclusion states the general principle.

Where the marks sit in the HCM 5020 Module 2 rubric

In Module 2 of HCM-5020, mentors look for evaluation, not a catalog of communication methods. A strong paper explains why one strategy fits a circumstance better than another, using a framework or research to make the comparison. Application to a specific organization and audience matters, as does attention to feedback and two-way communication. Scholarly sources must meet the syllabus minimum and be integrated with in-text citations rather than listed at the end. Mentors also read for clear, professional writing, since a paper on communication that communicates poorly undercuts itself. APA formatting with a title page and references completes the 0 to 100 score. Concrete details, such as who presents and on which shift, prove the plan is workable on a real calendar.

HCM 5020 Module 2 help from the desk

The most common Module 2 weakness is listing every communication channel with its pros and cons without ever deciding which to use. Pick situations and choose. Another problem is ignoring the audience: physicians, technologists, executives and patients need different approaches. Students also forget feedback, as if sending a message guaranteed understanding. Explain how you will check. Watch for sources that are popular articles rather than scholarly research. If you describe a tool such as SBAR, report what evidence says about it honestly. Use headings that follow your prompt. Our writers can prepare a Module 2 communication paper set in your own department and built around the scenario your prompt describes.

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 2 questions, answered

Where can I find a free HCM 5020 Module 2 sample paper?

This page holds the whole leadership communication paper: the media richness framework, three message sections, measures, reference list and notes beside each sheet explaining the choices.

What is media richness?

A channel's capacity to carry immediate feedback, several cues such as tone and expression, and a personal focus. Face-to-face conversation is the richest channel and written reports are among the leanest.

When should a leader communicate face to face?

When a message is equivocal, meaning people may interpret it differently or it affects them personally, such as a schedule change. Rich, two-way channels let people ask questions and reach a shared understanding.

Is SBAR only for nurses?

No. It is a structured format for any clinical call or hand-off. A review found moderate evidence it improves safety, especially for telephone communication.

How do I show communication was effective in my paper?

Name a measure, such as a follow-up survey, a process audit or a decision outcome, that shows whether the audience understood and acted.