Leadership Styles Quiz 2 Study Guide PDF

Leadership Styles 1. Leadership styles are based on beliefs, values, personal traits, and preferences. 2. There are multiple different types of leadership styles- CASE MANAGERS USE THESE BASED ON THE SITUATION AND THE ROLE THEY PLAY AT THE TIME - CASE MANAGERS USE LEADERSHIP STYLES...

Leadership Styles 1. Leadership styles are based on beliefs, values, personal traits, and preferences. 2. There are multiple different types of leadership styles- CASE MANAGERS USE THESE BASED ON THE SITUATION AND THE ROLE THEY PLAY AT THE TIME - CASE MANAGERS USE LEADERSHIP STYLES TO HELP CLIENTS THIS IS CASE MANAGERS ROLE AND JOB!!!! a. Authentic i. Approach to leadership that emphasizes building the leader’s legitimacy through an honest, open, and transparent relationship with followers, which value their input and build on an ethical foundation. Authentic leaders are positive people with truthful self-concepts who promote openness. ii. Are self-aware- aware of their strengths, limitations iii. Have genuine attitude iv. Mission-driven v. Focused on results vi. Lead with their hearts- they show their emotions vii. They focus on long-term goals and vision and are very future-oriented in actions and plans viii. Components: 1. Self-awareness- Requires leaders to pursue self-discovery, reflection, demonstrate leaders understanding of the world around them 2. Relational transparency- Ability to present his/her true self when engaging with others, be genuine 3. Balanced Processing- Focus on maintaining objectivity, seeking out pertinent insight, and making sure nothing is missing before making a final decision. 4. Internalized moral perspectives- allow leaders to adhere to ethical and moral standards. Demonstraight integrity, alignment of own behaviors with personal values b. Charismatic i. Charisma leaders feel the charm and grace needed to create followers and that people follow others they admire. ii. Charismatic leaders pay attention to scanning and reading the environment and they are good at picking up the moods and concerns of both individuals and larger audiences. c. Participative  i. These leaders believe that involvement in decision-making improves understanding of issues concerned by those who must carry out the decisions. People or clients must be a part of the goals and decision-making in their plan essentially. They value the client knowing the decisions and helping make these goals. d. Situational i. They use a range of actions and styles that depend on the situation. Styles may be transactional or transformational.- Connected to the next two styles ii. Caution: A leader’s perception of the follower and the situation will affect what they do rather than the truth of the situation. Leader’s perceptions of themselves and other factors such as stress and mood will also modify the leader’s behavior. e. Transactional i. Believe that people are demotivated by reward and punishment. Social systems work best with a clear chain of command. f. Transformational i. Seeks to subvert and replace the preservation of work within constraints of the status quo. They look at the greater things. ii. They believe people will follow a person who inspires them, has a vision and passion, iii. They start with the development of a vision, and view of the future that will excite and convert potential followers. iv. Leaders develop other leaders from followers and create opportunities for them. g. Quiet i. Believes that the actions of a leader speak louder than words. People are motivated when you give them credit rather than take it yourself. ii. Promote a sense of calm, peace, and comfort in their environments h. Servant i. Believe that leader has responsibility for their followers and toward society and those who are disadvantaged. A leader is responsible or in the case of the case manager is responsible for people who may be vulnerable if they are to use this leadership style. The servant leader serves others rather than others serving the leader. Leadership Skills  1. Promote Empowerment a. Emphasize strengths and utilize the talents of others in the organization. Share decision-making with others, allows clients to be key decision-makers in their plans. 2. Promote a vision a. A clear path and goal that the client wants to work towards 3. Follow the golden rule a. Anyone who has been demeaned or treated with disrespect knows what effect that treatment has on the work. 4. Admit mistakes 5. Praise others in public 6. Stay close to the action a. Being on the frontlines or staying in touch with the client, the leader is accessible and visible, always ready to help out. 7. Say I don’t know to a client when confronted with a case management problem. 8. Focusing on what is right, not who is right 9. Motivate others by demonstrating several behaviors a. Establish credibility b. Improve one’s communication skills c. Being a role model d. Take an interest in the client e. Reward positive behaviors f. Sharing in decision-making g. Offering constructive criticism h. Forwarding others i. Inspiring others 10. Holding staff accountable 11. Conflict management is an important skill for leaders five strategies that can be deployed are listening to the less desirable to the most desirable. a. Avoidance b. Competition (I Win you lose) c. Accommodation (You win, I lose) d. Negotiation (compromise) e. Collaboration i. Takes more time to use ii. Saved for complex or emotional issues Negotiation Skills  1.These skills can control the cost 2.Capacity to gain medically necessary benefits for the client/ patient. 3.Avoid chaos 4.Negotiation can be a learning experience, one may learn why requests are denied. Successful negotiation steps 1. Being optimally prepared a. Wise to do research before negotiating, understand the other side before negotiating 2. Negotiation starts by stating the problem or problems and the goal and stating what is needed to solve the problem. State request in a positive way. Areas in which there is agreement can be put aside, and begin the search for mutual compromise where there is disagreement. 3. Use the three C’s a. Communication b. Communication c. Communication 4. Being realistic, attempt to negotiate for a service or a price that will not be covered or met. 5. Two types of negotiators (Aggressive and cooperative) a. Aggressive i. Move psychologically against his or her opponent: if the case manager is feeling toyed with it is important they bring it back to the hard cold facts THIS THAT BITCH ii. Tactics: intimidation, accusation, threats iii. Will make extreme demands and few concessions iv. weaknesses: more difficult to be a successful aggressive, tension and mistrust that develop may increase the likelihood of misunderstanding, the reputation of aggressive negation may hurt future negotiations, b. Cooperative i. Moves psychologically toward his or her opponent, adjusting strategy, recognizing threats or obstacles, and mentally preparing yourself to engage with it directly ii. Negotiators establish a common ground iii. They are trustworthy, fair, objective, and reasonable iv. Works to establish credibility v. Seeks the best joint outcome for everyone involved.  vi. Strengths: promote mutual understandings, produce agreements in less time than aggressor ones, future negotiations made easier vii. Weakness: aggressive negotiators may push harder against that em, risk being manipulated 6. Emotional intelligence: the ability to perceive and manage the emotions of self and others, THIS SKILL IMPORTANT makes you EMPATHETIC AND UNDERSTANDING, AND ITS PERSON-CENTERED APPROACH. Ecological model 1. The ecological systems theory model was introduced by Russian American psychologist Urie Bronfrenbrenner. 2. Theory stresses the interdependency and interaction between people and their environments. 3. The ecological model has five nested systems: micro, meso,exo, macro, and chronosystem- explain the differences between this and systems theory. 4. Microsystem: the individual in the center, the immediate environment, family, and friends, have the most direct and immediate impact on the individual, bidirection both engage with each other. Impact How they interact with others 5. Mesosystem: All relationships and interactions between the microsystems, the ripples, and waves, examples in children's lives: interaction between family and school, or between friends and family. The different microsystems are connected at this level, one change in one microsystem can impact them in another microsystem. Change at school will impact at home microsystem. Impact on someone's behavior. 6. Exosystem: Environments the child is not an active participant in but it still impacts development. The social aspects of how social structures can affect people. Government policies, community resources, media, parents workplace, school board. No matter how much the person tries the person will be shaped by this. We have to understand the exosystems of our client's lives. 7. Macrosystem: cultural forces, broader society, important components of this level, it includes values, norms, ideology, cultural beliefs, we have to be culturally sensitive case managers, make room to understand differences. Cultural beliefs are often shared by people, learn about the different groups and communities, and these beliefs can shift over time so we have to continuously learn. 8. Chronosystem: the outermost layer of the Bronfenbrenner model, the role time plays in development, over time things will change and happen that will have a different impact. Includes: life transitions, historical events, societal changes, birth of a sibling, moving, divorce of parents, death of a family member. Help clients down the rabbit hole, these changes can have a significant impact on how we develop. 9. Cascading effects throughout all of these systems. Depending on what is going on in the lives of that person,  10. Be flexible to know the interworkings of these systems, you may have clients who are in and out of all of these systems. 11. In case management: Understanding that education, and the impact that these systems have on education on people on understanding. In mental health care, this treatment model has better outcomes for clients and helps us better understand the challenges people face because we are aware. Allows us to be as case managers culturally receptive aware and culturally sensitive. Principles of Intake/Assessment 1. Structure conversation between a client and professional that serves as the first step in the assessment and treatment process 2. The purpose of the intake interview is to gather information about the client to develop a plan. 3. Questions should work to learn the client's reasons for seeking help, current and past functioning, social history, and goals. 4. How do you work in this system to accurately serve the people 5. The time you spend with your client is important for the client and you, it's the first place you start to gather information about the client 6. The structure of the assessment: a. The introduction: you have to build rapport with the client. Make important connections with the client. b. Termination: clearly outline termination or the end goal of the relationship between yourself and the client, being clear about when our work will come to an end c. Questions: Ask open-ended questions that will elicit information from the client to support ongoing assessment needs  d. Planning: Establish a structure for progress throughout the intervention plan and goal-setting, and implement an element of structure for progress for the client 7. Key principles of intake assessment: a. Active listening: take notes about what the client is saying and talking about but not so much to the fact that you are not present, you have to be present, and your body language matters b. Empathy: Could be nonverbal: the way you are looking at the client, c. Respect d. Cultural Awareness: awareness of difference or change and background, if we have this, helps us to develop a way for us to be present Case Notes 1. The four primary components of case notes and their relationships to each other a. Facts b. Impressions- the absence of own personal beliefs c. Assessment- important component, gathering information to write the assessment, the information you use, and the following meeting you have a place to start to ask open-ended questions, d. Planning- try to reach opportunities and points for intervention, goals, and more Art of case notes 1. Record keeping is an important part of case management 2. Good records are concise, specific, relevant, clear, logical, meaningful, grounded, well-organized, and well-written 3. Poor records are unfocused, vague, aimless, inaccessible to the potential user, late, unorganized, and poorly written 4. BIRP- Behavioral, Intervention, Response Plan a. Behavior i. In this section, you would describe the overall behavior being exhibited by the client. This is divided into two areas objective and subjective. ii. Write objective and subjective- subjective not something observed b. Intervention i. What intervention methods and activities were employed during the session with the client c. Response i. Note how the client responded to interventions used, and include details on the client's progress toward goals and milestones. d. Plan i. Document the next steps that are to be taken with this client. Include a notation of when the next meeting is or any changes to the treatment plan. 5. DAP- Data, Assesment, Plan  a. Data Examples i. The client's appearance and demeanor ii. Reports of symptoms or progress of client iii. Reason for the visit iv. Objective observations by the practitioner v. Milestones or goals reached b. Assessment i. Assessment based on the data collected. It can include any diagnosis or change in diagnosis, of how the client is progressing towards goals. c. Plan i. Should include the next steps in the client's treatment plan, including any task assigned to the client to work toward the next meeting or goals 6. GIRP- Goals, Intervention, Response, Plan a. Casenote begins with the goals we've outlined i. Describe the goals and objectives that were addressed in the session. Include the progression towards goals, how the client feels about goals, and steps to meet them. The case manager's observations b. Response i. Describe the client's response to the intervention. Should also include case workers' observation c. Intervention i. Describe how the worker engaged with the client during the session to help them meet identifiable goals. d. Plan i. Lay out the goals and plans for the next session and other things needed 7. SOAP- Subjective, Objective, Assessment, Plan a. Subjective i. Document subjective information gathered from the client such as their feelings, current attitude, and how they are progressing toward their treatment plan from their point of view 8. Bjcetive a. Document the objective observations that are being made about the client and other th Strong verbs to use in case notes 1. Referred 2. Confronted 3. Reflected Key Terms Chapter 22 1. Administration and management process- activities performed in governance and management systems of a health care organization 2. Benchmark- standard or a set of standards used as a point of reference for evaluating performance or level of quality 3. Care delivery process- support activities applied by practitioners and all suppliers of care and care products to get products to the client 4. Clinical practice guideline- systematically developed statements to assist practitioner and patient decisions about appropriate health care. 5. Clinical processes- activities of health care practitioners with/ and for clients and their families and what they do in response 6. Direct case management outcomes- measurement of results of those activities and interventions that are within the scope of the case manager's practice and controls. 7. Health systems outcome – Those performance indicators measured for the healthcare system. Overall includes the following cost of care, quality of care, health, status, and clinical outcomes, achieved, and patient client experience of care. 8. External validity- generalizing the results to the appropriate truth of conclusions that involve generalizations. The degree to which conclusions in your study would hold for other persons in other places 9. Information flow- creating a transportation of facts, knowledge, and data to make informed decisions. Sharing of data between providers with patients and their families 10. Internal validity- approximate truth, only relevant in studies that try to establish a casual relationship 11. Materials flow- movement of equipment and supplies across systems and processes or settings 12. Outcomes- Results of care, used as indicators of quality are states or conditions. 13. Outcomes management- technology of patient experience designed to help patients, and payers make rational medical care-related choices 14. Patient flow- movements of patients from one place to another 15. Process- sequence of steps, which are taken to achieve a specific goal or result 16. Process measure- determine the degree to which the process is being executed as planned. 17. Quality- the definition of quality varies across sectors. ASQ notes dual meanings of characters of product or service on its ability to satisfy 18. Reliability- has to deal with quality of measurement, reliability is the consistency or repeatability of a measure. 19. Risk adjustment- A corrective tool used to level the playing field regarding the reporting of patient outcomes by adjusting for the differences in risk among specific patients and also to make indifference and risk among specific patients makes it possible to compare hospital doctor performance fairly. 20. Standard of care- Diagnostic and treatment process that a clinician should follow for certain types of patient illness or clinical circumstances or legal terms the level of an average prudent provider or in a given committee would practice how similarly qualified practitioners would have managed. Patient care under the same or similar circumstances. 21. Standard- Authoritative statement agreed by the practice by which the quality of practice and service can be judged 22. Variation- Inevitable change in the output or results of a system. Two major types of variation are either common, inherent in a system, or special: changes in circumstances or environment.