Sean Whitfield - Updated NURS 4550 Active Learning Guide Module 2 - Complete PDF

Module 2 Active Learning Guide- Leadership Theories =================================================== Purpose/Overview ---------------- Active learning guides help students to focus their study time by using knowledge-level information, then focusing on application and analysis of information to...

Module 2 Active Learning Guide- Leadership Theories =================================================== Purpose/Overview ---------------- Active learning guides help students to focus their study time by using knowledge-level information, then focusing on application and analysis of information to provide context in relation to the course and career skills. Students should review the active learning guide before beginning to engage with the module content, then work to complete the guide during and after to engage with the content. An active learning guide is not the same as a study guide or a test blueprint. It serves as a guide to help the student navigate the course and content. Instructions ------------ Review the active learning guide before you begin reading and engaging with other content in the module. Looking at the questions beforehand will give you a preview of the information you will be learning, including the key concepts and takeaways. As you work through the module content, complete the active learning guide. Some questions may be reflective and require that you finish all content prior to responding. The active learning guide is to be completed independently! Any questions regarding the active learning guide content need to be posted in the Ask Instructor Discussion in Canvas. Huston, C. J. (2024). *Leadership roles and management functions in nursing: Theory and application* (11th ed.).  Reading Focus Areas ------------------- Review all displays, figures, and highlighted sections in e-text for chapters 2 & 3. 1. Define leader and manager. - A leader invents or innovates whereas a manager organizes. - A manager relies on control whereas a leader inspires trust. 2. Identify characteristics, traits, and roles of a leader versus a manager. Leader - A leader invents or innovates whereas a manager organizes. - A leader asks the questions "what" and "why," whereas a manager leans more toward the questions "how" and "when." - Unlike managers, leaders are followed because of their personality, behavior, and beliefs. - Inspiration and influence separate leaders from managers---not control and power. - Leadership inspires change; management manages transformation. - Often do not have delegated, tangible, or formal power over others but obtain power through other means, such as influencing or inspiring others - Have a wider variety of roles than managers - Focus on group process, information gathering, feedback, and empowering others - May or may not be part of the formal hierarchy of the organization - Emphasize interpersonal relationships - Take interest in their followers' success, enabling them to reach their goals - Direct willing followers - Leaders often do not have delegated authority but obtain their power through other means, such as influence. - Leaders have a wider variety of roles than do managers. - Leaders may or may not be part of the formal organization. - Leaders focus on group process, information gathering, feedback, and empowering others. - Leaders emphasize interpersonal relationships. - Leaders direct willing followers. - Leaders have goals that may or may not reflect those of the organization. ------------- -------------------------------------------- Display 2.5 CHARACTERISTICS ASSOCIATED WITH LEADERSHIP ------------- -------------------------------------------- ------------------------ ------------------------------- -------------------------------- Intelligence Creativity Interpersonal skills Knowledge Cooperativeness Tact Judgment Alertness Diplomacy Decisiveness Self-confidence Prestige Oral fluency Personal integrity Social participation Emotional intelligence Emotional balance and control Charisma Independence Risk taking Collaborative priority setting Personable Critical thinking Resilience Skilled communicator Ability Adaptability Able to enlist cooperation ------------------------ ------------------------------- -------------------------------- Manager - Managers have subordinates and leaders gain followers, which implies that managers create a circle of power whereas leaders create a circle of influence. - Managers control groups to accomplish a specific goal. Leaders motivate, influence, and enable others to contribute to the success of an organization. - Managers count value, and in doing that, sometimes cut down on the value by disabling or otherwise countering ideas and people who add value. Leaders, however, focus on working to generate a certain value that is over and above that which the team creates---and are as much creators of value as their followers. - Managers have a greater formal responsibility and accountability for rationality and control than leaders. - Are assigned a position or title by an organization - Have a legitimate source of power due to delegated authority that accompanies their position - Have specific duties and responsibilities they are expected to carry out including establishing work rules, processes, standards, and operating procedures - Build strategic visions and break them down into plans for workers to follow - Emphasize control, decision making, decision analysis, and results/productivity - Manipulate people, the environment, money, time, and other resources to achieve the goals of the organization - Direct willing and unwilling subordinates - Leadership inspires change; management manages transformation. 3. Differentiate the difference between a good leader or manager and a poor manager and give examples you may have experienced. Good Leader/Manager Characteristics - Promotes Team Growth - Promotes Team Collaboration - Clear Communications - Exhibits Ethical Behavior - Example→ A manager offers constructive feedback, promotes professional development during an evaluation. Poor Leader/Manager Characteristics - Micromanager - Lacks Empathy - Unclear Expectations - Only Concentrates on Results - Example→ A manager that does not recognize team efforts and or achievement and creates a toxic work environment. 4. Identify, define, and give examples of the management process. The management process, shown in Figure 2.2, is this book's organizing framework. Brief descriptions of the five functions for each phase of the management process follow: - Planning encompasses determining philosophy, goals, objectives, policies, procedures, and rules; carrying out long- and short-range projections; determining a fiscal course of action; and managing planned change. - Organizing includes establishing the structure to carry out plans, determining the most appropriate type of patient care delivery, and grouping activities to meet unit goals. Other functions involve working within the structure of the organization and understanding and using power and authority appropriately. - Staffing functions consist of recruiting, interviewing, hiring, and orienting staff. Scheduling, staff development, employee socialization, and team building are also often included as staffing functions. - Directing sometimes includes several staffing functions. However, this phase's functions usually entail human resource management responsibilities, such as motivating, managing conflict, delegating, communicating, and facilitating collaboration. - Controlling functions include performance appraisals, fiscal accountability, quality control, legal and ethical control, and professional and collegial control. 5. Identify major historical theorists of the scientific management era from 1900-1930. Make a table to include the name of the theorist with major points of theory (5 total). +-----------------------------------+-----------------------------------+ | Theorist | Major Points | +-----------------------------------+-----------------------------------+ | Frederick Taylor | Time motion Studies. Standardized | | | work to be efficient. | | | | | | Traditional "rule of thumb" means | | | of organizing work must be | | | replaced with scientific methods. | | | In other words, by using time and | | | motion studies and the expertise | | | of experienced workers, work | | | could be scientifically designed | | | to promote greatest efficiency of | | | time and energy. | | | | | | A scientific personnel system | | | must be established so that | | | workers can be hired, trained, | | | and promoted based on their | | | unique technical competence and | | | abilities. | | | | | | Workers should be able to view | | | how they "fit" into the | | | organization and how they | | | contribute to overall | | | organizational productivity. This | | | provides common goals and a | | | sharing of the organizational | | | mission. Thus, Taylor advocated | | | the use of financial incentives | | | as a reward for work | | | accomplished, and workers were | | | reimbursed according to their | | | level of production rather than | | | by an hourly wage. | | | | | | The relationship between managers | | | and workers should be cooperative | | | and interdependent, and the work | | | should be shared equally. Their | | | roles, however, were not the | | | same. The role of managers, or | | | functional foremen as they were | | | called, was to plan, prepare, and | | | supervise. The worker was to do | | | the work (Fig. 2.1). | +-----------------------------------+-----------------------------------+ | Henry Gant | Gantt chart to schedule and task | | | tracking. | +-----------------------------------+-----------------------------------+ | Frank and Lillian Gilbreth | Motion studies, decreasing | | | unnecessary task movements. | +-----------------------------------+-----------------------------------+ | Max Weber | Bureaucratic management | | | structure. Hierarchy and clearly | | | defined rules. | +-----------------------------------+-----------------------------------+ | Henri Fayol | Administrative principles of | | | management. Defined management | | | functions. | | | | | | First identified the management | | | functions of planning, | | | organization, command, | | | coordination, and control. Luther | | | Gulick (1937) expanded on Fayol's | | | management functions in his | | | introduction of the "seven | | | activities of | | | management"---planning, | | | organizing, staffing, directing, | | | coordinating, reporting, and | | | budgeting---as denoted by the | | | mnemonic POSDCORB. Although often | | | modified (either by including | | | staffing as a management function | | | or renaming elements), these | | | functions or activities have | | | changed little over time. | | | Eventually, theorists began to | | | refer to these functions as the | | | management process. | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ 6. Identify major historical theorists of the human relations era and include the major points of each theorist from the 1930's-1970's. +-----------------------------------+-----------------------------------+ | Elton Mayo | Mayo and his colleagues | | | discovered that when management | | | paid special attention to | | | workers, productivity was likely | | | to increase, regardless of the | | | environmental working conditions. | | | This Hawthorne effect indicated | | | that people respond to the fact | | | that they are being studied, | | | attempting to increase whatever | | | behavior they feel will continue | | | to warrant the attention. Mayo | | | (1953) also found that informal | | | work groups and a socially | | | informal work environment were | | | factors in determining | | | productivity, and Mayo | | | recommended more employee | | | participation in decision making. | +-----------------------------------+-----------------------------------+ | Abraham Maslow | Hierarchy of Needs. Satisfying | | | employees' safety and | | | psychological needs. | +-----------------------------------+-----------------------------------+ | Douglas McGregor | Theory X and Theory Y. | | | Contrasting views of behavior of | | | a workforce. | +-----------------------------------+-----------------------------------+ | Frederick Herzberg | Two-Factor Theory. Hygiene | | | Factors vs. Motivators. | +-----------------------------------+-----------------------------------+ | Mary Parker Follet | One of the first theorists to | | | suggest basic principles of what | | | today would be called | | | participative decision making or | | | participative management. In her | | | essay "The Giving of Orders," | | | Follett espoused her belief that | | | managers should have authority | | | with, rather than over, | | | employees. Thus, solutions could | | | be found that satisfied both | | | sides without having one side | | | dominate the other. | | | | | | The human relations era also | | | attempted to correct what was | | | perceived as the major | | | shortcoming of the bureaucratic | | | system---a failure to include the | | | "human element." Studies done at | | | the Hawthorne Works of the | | | Western Electric Company near | | | Chicago between 1927 and 1932 | | | played a major role in this | | | shifting focus. The studies, | | | conducted by Elton Mayo and his | | | Harvard associates, began as an | | | attempt to look at the | | | relationship between light | | | illumination in the factory and | | | productivity. | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ 7. Compare and contrast the difference between scientific management and the human relations era of theories for employees and managers. ----------------- ---------------------------------------------------- --------------------------------------------------------------------------- Differentiate Scientific Management Human Relations Concentration Efficiency and Productivity Employees well being and motivations Manager's Role Supervisor guaranteeing compliance Facilitate and start team collaboration Employee's Role Follows and complies with instructions and process Being an active participant with a contributing voice in decision making. ----------------- ---------------------------------------------------- --------------------------------------------------------------------------- 8. Identify characteristics and five practices of Exemplary Leadership by Kouzes and Posner. - Modeling the way: requires value clarification and self-awareness so that behavior is congruent with values - Inspiring a shared vision: entails visioning that inspires followers to want to participate in goal attainment - Challenging the process: identifies opportunities and taking action - Enabling others to act: fosters collaboration, trust, and the sharing of power - Encouraging the heart: recognizes, appreciates, and celebrates followers and the achievement of shared goals 9. Identify components of Interactional Leadership theories. The basic premise of interactional theory is that leadership behavior is generally determined by the relationship between the leader's personality and the specific situation. - People are very complex and highly variable. They have multiple motives for doing things. For example, a pay raise might mean status to one person, security to another, and both to a third. - People's motives do not stay constant; instead, they change over time. - Goals can differ in various situations. For example, an informal group's goals may be quite distinct from a formal group's goals. - A person's performance and productivity are affected by the nature of the task and by their ability, experience, and motivation. - No single leadership strategy is effective in every situation. - The leader, including their personality, perceptions, and abilities - The followers, with their personalities, perceptions, and abilities - The situation within which the leader and the followers function, including formal and informal group norms, size, and density 10. What is a full-range leader based on a full-range leadership model/theory? It is this idea that context is an important mediator of transformational leadership that led to the creation of a full-range leadership model (FRLM) late in the 20th century. Bass and Avolio (1993) first described a full-range leader as a leader who could apply principles of three specific styles of leadership at any given time: transformational, transactional, and laissez-faire. For example, the full-range leader can empower and inspire others, while enhancing performance to achieve desired outcomes. In addition, the full-range leader appropriately adopts a laissez-faire approach to managing groups when the team is fully capable of doing the work on its own. Thus, full-range leaders evolve and adapt their leadership styles based on which are needed for a given situation. The laissez-faire leader is characterized by the following behaviors: - Takes a hands-off approach. - Is permissive, with little or no control. - Motivates by support when requested by the group or individuals. - Provides little or no direction. - Uses upward and downward communication between members of the group. - Disperses decision making throughout the group. - Places emphasis on the group. - Does not criticize. ----------------------------------- ----------------------------- Transactional Leader Transformational Leader Focuses on management tasks Identifies common values Is directive and results oriented Is a caretaker Uses trade-offs to meet goals Inspires others with vision Does not identify shared values Has long-term vision Examines causes Looks at effects Uses contingency reward Empowers others ----------------------------------- ----------------------------- 11. What leadership skills should leaders have to be competent in this role? Communication→ The act or process of communicating; fact of being communicated. Decision Making→ The act or process of making choices or decisions with a group of people, especially in business or politics. Emotional Intelligence→ Skill in perceiving, understanding, and managing emotions and feelings. Conflict Resolution→ The process of finding a peaceful solution to a disagreement between two or more parties. Critical Thinking→ Disciplined thinking that is clear, rational, open-minded, and informed by evidence. Ethical Practice→ Actions that are fair and right, and that treat others with respect, honesty, and kindness. Delegation→ The act of empowering to act for another. the delegation of responsibilities. Adaptability→ The ability to adjust to different conditions or circumstances. 12. Identify the major theory components for each of the following theories: (review displays) a. Strength-based Leadership - Successful leaders invest in their employees' strengths. - Successful leaders gather the right people to form teams that consist of people who complement each other. - Successful leaders work to understand and respond to their employees' needs. b. Appreciative Leadership Appreciative leadership focuses on the recognition of strengths in others and then, using relational processes and methods, builds upon these strengths to collectively make things happen. Thus, it is about recognizing potential in others and supporting them to accomplish more. Similarly, appreciative inquiry involves asking followers what they want to accelerate and grow, with the realization that what we appreciate, appreciates (Godwin, 2021). Asking questions that help inspire possibility and inviting new thinking helps people and organizations forward in times of uncertainty. c. Level Five Leadership The concept of Level 5 leadership was developed by Jim Collins and published in his classic book, Good to Great: Why Some Companies Make the Leap . . . and Others Don't (Collins, 2001). Collins (2001) studied 1,435 companies to determine what separates great companies from good companies. What he found was that five levels of leadership skill (Display 3.2) may be present in any organization. Truly great organizations, however, typically have leaders who possess the qualities found in all five levels. Thus, not only do Level 5 leaders have the knowledge to do the job, they also have team-building skills and can help groups achieve shared goals. They also demonstrate humility and seek success for the team, rather than for self-serving purposes, a core component of another 21st-century leadership theory known as servant leadership. In addition, Level 5 leaders know when to ask for help, accept responsibility for the errors they or their team make, and are incredibly disciplined in their work. d. Level 5 leaders also possess qualities found in the four other levels of leadership that Collins (2001) identified. It is not necessary to pass sequentially through each individual level before becoming a Level 5 leader, but the leader must have the skills and capabilities found in each level of the hierarchy to be a top-performing leader (Mind Tools Content Team, 2022). e. Servant Leadership Although Greenleaf (1977) developed the idea of servant leadership more than 45 years ago, it continues to greatly influence leadership thinking in the 21st century. In more than four decades of working as director of leadership development at AT&T, Greenleaf noticed that most successful managers lead differently from traditional managers. These managers, who he termed servant leaders, put serving others, including employees, customers, and the community, as the number one priority. This choice between personal advantage and organizational advantage speaks to the heart of servant leadership since servant leaders focus on the betterment of their subordinates. For example, Allen (2021) notes that for employees, having a manager who cares about their motivation helps them think about what makes them want to exchange part of their life to contribute to the organization. They can consider whether they are truly committed to producing the results required and if they can personally define what success looks like in this role. f. Principal Agent theory The principal agent problem occurs when one person (the agent) can make decisions on behalf of another person (the principal). When this happens, there are issues of moral hazard and conflicts of interest. Such issues arise because not all followers (agents) are inherently motivated to act in the best interest of the leader or employer (principal). This is because followers may have an informational (expertise or knowledge) advantage over the leader as well as their own preferences, which may deviate from the principal's preferences. The risk then is that agents will pursue their own objectives or interests instead of those of their principal. Principals then must identify and provide agents with appropriate incentives to act in the organization's best interest. For example, consumers with good health insurance and small out-of-pocket expenses may have little motivation to act prudently in accessing health care resources because payment for services used will come primarily from the insurer. The insurer then must create incentives for agents to access only needed services. Another example might be end-of-shift overtime. Although most employees do not intentionally seek or want to work overtime after a long and busy shift, the reality is that doing so typically results in financial rewards. Employers then must either create incentives that reward employees who are able to complete their work in the allotted shift time or create disincentives for those who do not. g. Human and Social Capital theory Human capital can refer to a group's collective knowledge, skills, and abilities. The traditional view of employees as costs is now obsolete. Instead, employees are now viewed as assets or capital that can be developed and nurtured. Human capital refers to the collective skills, knowledge, or other intangible assets of individuals that can be used to create economic value for the employees, their employers, or their community. 1). For example, formal educational attainment generally increases human capital because the returns are in the form of wage, salary, or other compensation. Human capital can be viewed, however, from an organizational perspective as well. In this case, human capital would refer to the group's collective knowledge or experience. Social capital is defined as social relationships and networks, based on reciprocity and trust, that facilitate mutually beneficial coordination and cooperation (Kida et al., 2021). For example, organizations that encourage employees to view the workplace as a community where people feel accepted and appreciated are building social capital. Workplace social capital then is embedded within the relationships between members and can be a vital management resource (Kida et al., 2021). Human capital theory suggests that individuals or organizations will invest in education and professional development if they believe that such an investment will have a future payoff. For example, a health care organization that provides tuition reimbursement allowing nurses to return to school to earn higher degrees is likely doing so in anticipation that a more highly educated nursing staff will result in increased quality of care and higher retention rates---both of which should translate into higher productivity and financial return. Investing in human capital development has been identified as a leadership trend shaping contemporary organizations (Deloitte, 2021). Leaders and companies who recognize the long-term benefit of focusing on human capital development and take a vested interest in helping employees thrive in all areas of their lives (not just work) will create more engagement, productivity, and overall happier employees. Indeed, research done by Deloitte (2021) highlighted well-being as a critical priority for employees, with burnout impacting morale, productivity, and overall retention. Leadership must infuse well-being into the structure of work, allowing employees to weigh in on the flexibility and programming that will empower them and make them successful. Only then can organizations be proactive in creating a desirable employee experience and in accommodating their workforce in a strategic manner instead of remaining reactive. h. Emotional Intelligence Another leadership theory that has gained prominence in the 21st century is that of EI (also known as "emotional quotient" or EQ). Broadly defined, EI refers to the ability to perceive, understand, and control one's own emotions as well as those of others. Gabriel (2018) suggests that it's our EI that gives us the ability to read our instinctive feelings and those of others. It also allows us to understand and label emotions as well as express and regulate them. Gabriel (2018) suggests that many people overestimate their EI because they think it is the ability or tendency to be nice. It's not. Instead, it is about being empathetic, being able to look at situations from alternative points of view, being open minded, bouncing back from challenges, and pursuing goals despite challenges. Some proponents of EI have suggested that having EI may be even more critical to leadership success than intellectual intelligence (IQ). In their original work on EI in 1990, Mayer and Salovey (1997) suggested that EI consists of three mental processes: Appraising and expressing emotions in the self and others Regulating emotion in self and others Using emotions in adaptive ways In 1997, they further refined EI into four mental abilities: Perceiving/identifying emotions, integrating emotions into thought processes, understanding emotions, and managing emotions. Goleman (1998), in his best seller Working with Emotional Intelligence, built on this work by identifying five components of EI: self-awareness, self-regulation, motivation, empathy, and social skills. Goleman (1998) argued that every person has a rational thinking mind and an emotional feeling mind and that both influence action. The goal, then, in EI is emotional literacy--- being self-aware about one's emotions and recognizing how they influence subsequent action. Unlike Mayer and Salovey (1997), who suggested that EI develops with age, Goleman argued that EI could be learned, although he too felt that it improves with age. This does not mean, however, that we need to grow older to improve this skill set. Practice, reflection, and feedback can improve EI at any age. i. Authentic Leadership In authentic leadership, it is the leaders' principles and their conviction to act accordingly that inspire followers. Another emerging leadership theory for the contemporary leader-manager's arsenal is authentic leadership (also known as congruent leadership). Authentic leadership suggests that to lead, leaders must be true to themselves and their values and act accordingly. Integrity is conformance between what leaders profess and how they actually act (Kador, 2018). It is important to remember that authentic or congruent leadership theory differs somewhat from more traditional transformational leadership theories, which suggest that the leader's vision or goals are often influenced by external forces and that there must be at least some "buy-in" of that vision by followers Sostrin (2017) suggests that sustaining an enduring alignment between your values and your actions is vital for leadership success. It's what lets you be you and it serves as a bond of integrity that enables your followers to trust you. Increase the alignment between your values and behaviors by understanding what makes you tick---defining the specific values that animate you--- then making them apparent to your clients and teams. This integrity will produce a more consistent, authentic expression of who you are in the moments that matter (para. 7). Authenticity then breeds trust, which is a crucial element in the workplace as well as between leaders and their followers. Display 3.4 QUESTIONS TO ASK IN ASSESSING TRUSTWORTHINESS AS AN AUTHENTIC LEADER - Do I act with integrity? - Do I welcome ideas and opinions different from my own? - Do I appreciate employees who are willing to bring bad news to my attention? - Do I admit my own mistakes? - Do I always tell the truth, even if it is inconvenient? - Do I publicly encourage suggestions from everyone on the team, from the top performers to the most junior employees, and then do I listen to the contributions with equal respect? j. **Thought Leadership and Rebel Leadership** Another relatively new leadership theory to emerge in the 21st century is that of thought leadership, which applies to a person who is recognized among their peers for innovative ideas and who demonstrates the confidence to promote those ideas. Thus, thought leadership refers to any situation in which one individual convinces another to consider a new idea, product, or way of looking at things. Ideas put forth by thought leaders typically are future oriented and make a significant impact. In addition, they are generally problem oriented, which increases their value to both individuals and organizations. Thought leaders then challenge the status quo and attract followers not by any promise of representation or empowerment but by their risk taking, passion, and vision in terms of being innovative. Huston (2020) agrees, noting that vision is one of the hallmarks of leadership since visioning is about movement toward a goal, betterment, growth, or success. Thus, visions communicate possibilities and solutions to both current problems and future challenges, especially when there is an action component. For example, in her book, Rebel Talent: Why It Pays to Break the Rules at Work and in Life, Gino (2018) argues companies should encourage employees to pursue core strengths of novelty, curiosity, perspective, diversity, and authenticity because success is often linked with breaking rules and breaking traditions (Nobel, 2018). Gino suggests that business leaders should strive for and encourage rebellion in their workplaces because when people break rules to explore new ideas and create positive change, everyone benefits (Nobel, 2018). Gino's eight principles of rebel leadership are shown in Display 3.5. Organizations can also be thought leaders. For example, Blue Cross and Blue Shield were early thought leaders in the development of private health insurance in the late 1920s. Johnson & Johnson launched the Discover Nursing campaign earlier this decade to champion the nursing profession and promote the recruitment and retention of nurses. Thought leaders in the coming decade will likely focus on enduring issues that continue to be of critical importance to nursing and health care and address new, emerging problems of significance. For example, thought leadership is still greatly needed in identifying and adopting innovative safety and quality improvement approaches that reduce the risk of harm to patients and health care workers and to address the significant waste and carbon footprint that is a part of many health care systems. In addition, the threat of an international nursing shortage continues to loom, and an inadequate number of innovative solutions have been suggested for addressing an ongoing nursing faculty shortage. Display 3.5 BECOMING A THOUGHT LEADER: FRANCESCA GINO'S EIGHT PRINCIPLES OF REBEL LEADERSHIP - Seek out the new. - Encourage constructive dissent. - Open conversations---don't close them. - Reveal yourself---and reflect. - Learn everything---then forget everything. - Find freedom in constraints. - Lead from the trenches. - Foster happy accidents (mistakes may unlock a breakthrough). k. **Agile Leadership** **Another newer leadership theory is agile leadership, a term borrowed from the software world. Agile leaders have the ability (and agility) to think in many ways so that they can be flexible, adaptable, and fast in their decision making (Forbes Coaches Council, 2018b). The Center for Agile Leadership (2022) concurs, noting that agile leaders are inclusive, democratic leaders who exhibit a greater openness to ideas and innovations. With a passion for learning, a focus on developing people, and a strong ability to define and communicate a desired vision, they possess the tools necessary to inspire others and become an agent for change within any organization.** **Agile leaders also listen deeply and ask powerful questions to gain insights and make the right decision to help the organization move forward through problems. They quickly adapt to situations as they come along and are flexible and open to change and growth (Forbes Coaches Council, 2018b).** **In addition, agile leaders demonstrate agility with their employees. Indeed, agile leadership was proposed to meet the needs of the millennial workforce, which has different needs, different wants, and different motivators than any generation before it (Center for Agile Leadership, 2022). People like to be communicated with and recognized differently. It is never a one-size-fits-all model. When agile leaders show how much they value their team's contribution by understanding and being what they need, productivity and engagement rise (Forbes Coaches Council, 2018b).** l. **Reflective Thinking and Practice** **Other leadership theories that have gained prominence in the past decade are those of reflective thinking and practice. Metevier (2021, para 10) defines reflective thinking as "a form of self analysis that creates a more valuable experience of consciousness by revealing what is truly important in life." A primary requirement is radical honesty to avoid self-deception. Reflective practice is a learning process that means taking our experiences as an initial point for our learning, learning from those experiences, and taking actions that reflect the new perspectives taken (NursingAnswers.net, 2021).** **Sherwood and Horton-Deutsch (2015) emphasize the need for reflective thinking and practice in today's chaotic health care environment since it requires nurse-leaders to be nimble, flexible, and responsive to change. "The need for change arises from the awareness that current practices or processes aren't working---that results are not the desired outcomes" (p. xiii). Thus, the goal for nurse-leaders must be to become so agile that they are able to continually adapt, reflect on progress and setbacks, and adjust their course as needed (Sherwood & Horton-Deutsch, 2015).** **Sherwood and Horton-Deutsch (2015) also suggest that reflection provides an opportunity to apply theory from all ways of knowing and learning as an extension of evidence-based practices and research. It also allows individuals to learn from experience by considering what they know, believe, and value within the content of current situations and then to reframe to develop future responses or actions. Sherwood and Horton-Deutsch suggest two questions nurse-leaders can use to increase their reflective practice (Display 3.6).** **Display 3.6 USING REFLECTIONS IN LEADERSHIP** - **How can you bring the power of reflection to bear on your day-to-day work?** - **How could you amplify the effectiveness of your decision making and empower your teams to step up and participate in the decision-making process?** m. **Quantum Leadership Quantum leadership suggests that the environment and context in which people work is complex and dynamic and that this has a direct impact on organizational productivity.** - **Quantum leadership is another relatively new leadership theory that is being used by leader-managers to better understand dynamics of environments, such as health care. This theory, which emerged in the 1990s, builds on transformational leadership and suggests that leaders must work together with subordinates to identify common goals, exploit opportunities, and empower staff to make decisions for organizational productivity to occur. This is especially true during periods of rapid change and needed transition.** - **Building on quantum physics, which suggests that reality is often discontinuous and deeply paradoxical, quantum leadership suggests that the environment and context in which people work is complex and dynamic and that this has a direct impact on organizational productivity. The theory also suggests that change is constant. Today's workplace is a highly fluid, flexible, and mobile environment, and this calls for an entirely innovative set of interactions and relationships as well as the leadership necessary to create them (Albert et al., 2022).** - **Because the health care industry is characterized by rapid change, the potential for intraorganizational conflict is high. Albert et al. (2022) suggest that because the unexpected is becoming the normative, the quantum leader must be able to address the unsettled space between present and future and resolve these conflicts appropriately. In addition, they suggest that the ability to respond to the dynamics of crisis and change is not only an inherent leadership skill but must now also be inculcated within the very fabric of the organization and its operation.** 13. **Compare and contrast the difference between industrial age leadership and relationship age leadership.** --------------------- --------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- Feature Industrial Age Leadership Relationship Age Leadership Concentration Tasks, Productivity, and Efficiency Collaboration, Relationships, and Emotional Connections Leadership Style Authoritarian, Top Down Participation, Inclusive Motivation Rewards and Punishment Empowerment, Trust, and Intrinsic Motivation Employee Role Workers are considered as tools to complete tasks Employees are considered as valued partners Decision Making Centralized, leader is decision maker Decentralized, promotes shared responsibilities of decision making Key Characteristics Control oriented, strict hierarchies, Driven by efficiency Adaptive, Empathetic, Driven by relationships Example Health care manager creates polices for employees to follow without having any input. Healthcare manager includes employees in brainstorming care improvement interventions. --------------------- --------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- **Industrial Age Leadership→ Emphasizes outcomes over people due to its focus on efficiency of the operation.** **Relationship Age Leadership→ Emphasizes and values relationships and communication that promotes a positive work environment and increase engagement among team members.** 14. **How does employee engagement affect the work environment?** **Improved Productivity/Improved Engagement→ Employees that have an increased engagement have increased motivation, increased dedication to their work that leads to an increase in productivity and improved outcomes for the organization.** **Enhanced Morale→ When employees are engaged their experience at work results in improved job satisfaction, this will increase team morale and it generates an improved positive work culture.** **Improved Collaboration→ Engaged employees have an increased probability to collaborate with co-workers in an effective manner. This can lead to stronger teamwork and improved communication.** **Decreased Turnover and Increased Retention→ Increased level of engagement can add to job satisfaction and company loyalty, decreasing turnover rates and the increased built in costs of hiring and training new staff.** **Patient Care Outcomes→ In the healthcare and nursing environments, the level of engagement an employee has is correlated to improved patient care, due to the increased engaged staff have an increase in attentiveness, are proactive, and concentrated on the quality of care that is delivered.** **Impact on Leadership→ The leadership has a key essential role in creating engagement by encouraging open communication, acknowledging employee efforts, and offering professional development possibilities.** ### The Main Principles of Servant Leadership 15. Identify and explain the 10 principles of servant leadership by Greenleaf from the following website This information will be relevant to answers for one of the case studies which will most likely be an NCLEX type question on the exam. Greenleaf's Ten Characteristics of a Servant-Leader 1\. Listening: Leaders have traditionally been valued for their communication and decision making skills. Although these are also important skills for the servant-leader, they need to be reinforced by a deep commitment to listening intently to others. The servant-leader seeks to identify the will of a group and helps to clarify that will. He or she listens receptively to what is being said and unsaid. Listening also encompasses getting in touch with one\'s own inner voice. Listening, coupled with periods of reflection, are essential to the growth and well-being of the servant-leader. 2\. Empathy: The servant-leader strives to understand and empathize with others. People need to be accepted and recognized for their special and unique spirits. One assumes the good intentions of co-workers and colleagues and does not reject them as people, even when one may be forced to refuse to accept certain behaviors or performance. The most successful servant-leaders are those who have become skilled empathetic listeners. 3\. Healing: The healing of relationships is a powerful force for transformation and integration. One of the great strengths of servant-leadership is the potential for healing one\'s self and one\'s relationship to others. Many people have broken spirits and have suffered from a variety of emotional hurts. Although this is a part of being human, servant-leaders recognize that they have an opportunity to help make whole those with whom they come in contact. In his essay, The Servant as Leader, Greenleaf writes, \"There is something subtle communicated to one who is being served and led if, implicit in the compact between servant-leader and led, is the understanding that the search for wholeness is something they share.\" 4\. Awareness: General awareness, and especially self-awareness, strengthens the servant-leader. Awareness helps one in understanding issues involving ethics, power and values. It lends itself to being able to view most situations from a more integrated, holistic position. As Greenleaf observed: \"Awareness is not a giver of solace---it is just the opposite. It is a disturber and an awakener. Able leaders are usually sharply awake and reasonably disturbed. They are not seekers after solace. They have their own inner serenity.\" 5\. Persuasion: Another characteristic of servant-leaders is a reliance on persuasion, rather than on one\'s positional authority, in making decisions within an organization. The servant-leader seeks to convince others, rather than coerce compliance. This particular element offers one of the clearest distinctions between the traditional authoritarian model and that of servant-leadership. The servant-leader is effective at building consensus within groups. This emphasis on persuasion over coercion finds its roots in the beliefs of the Religious Society of Friends (Quakers)\--the denominational body to which Robert Greenleaf belonged. 6\. Conceptualization: Servant-leaders seek to nurture their abilities to dream great dreams. The ability to look at a problem or an organization from a conceptualizing perspective means that one must think beyond day-to-day realities. For many leaders, this is a characteristic that requires discipline and practice. The traditional leader is consumed by the need to achieve short-term operational goals. The leader who wishes to also be a servant-leader must stretch his or her thinking to encompass broader based conceptual thinking. Within organizations, conceptualization is, by its very nature, the proper role of boards of trustees or directors. Unfortunately, boards can sometimes become involved in the day-to-day operations\--something that should always be discouraged\--and, thus, fail to provide the visionary concept for an institution. Trustees need to be mostly conceptual in their orientation, staffs need to be mostly operational in their perspective, and the most effective executive leaders probably need to develop both perspectives within themselves. Servant-leaders are called to seek a delicate balance between conceptual thinking and a day-to-day operational approach. 7\. Foresight: Closely related to conceptualization, the ability to foresee the likely outcome of a situation is hard to define, but easier to identify. One knows foresight when one experiences it. Foresight is a characteristic that enables the servant-leader to understand the lessons from the past, the realities of the present, and the likely consequence of a decision for the future. It is also deeply rooted within the intuitive mind. Foresight remains a largely unexplored area in leadership studies, but one most deserving of careful attention. 8\. Stewardship: Peter Block (author of Stewardship and The Empowered Manager) has defined stewardship as \"holding something in trust for another.\" Robert Greenleaf\'s view of all institutions was one in which CEO\'s, staffs, and trustees all played significant roles in holding their institutions in trust for the greater good of society. Servant leadership, like stewardship, assumes first and foremost a commitment to serving the needs of others. It also emphasizes the use of openness and persuasion, rather than control. 9\. Commitment to the growth of people: Servant-leaders believe that people have an intrinsic value beyond their tangible contributions as workers. As such, the servant-leader is deeply committed to the growth of each and every individual within his or her organization. The servant-leader recognizes the tremendous responsibility to do everything in his or her power to nurture the personal and professional growth of employees and colleagues. In practice, this can include (but is not limited to) concrete actions such as making funds available for personal and professional development, taking a personal interest in the ideas and suggestions from everyone, encouraging worker involvement in decision making, and actively assisting laid-off employees to find other positions. 10\. Building community: The servant-leader senses that much has been lost in recent human history as a result of the shift from local communities to large institutions as the primary shaper of human lives. This awareness causes the servant leader to seek to identify some means for building community among those who work within a given institution. Servant-leadership suggests that true community can be created among those who work in businesses and other institutions. Greenleaf said, \"All that is needed to rebuild community as a viable life form for large numbers of people is for enough servant-leaders to show the way, not by mass movements, but by each servant-leader demonstrating his or her unlimited liability for a quite specific community-related group.\" These ten characteristics of servant-leadership are by no means exhaustive. However, they do serve to communicate the power and promise that this concept offers to those who are open to its invitation and challenge. Reference: [?]() ### 4 Characteristics Of The Silent Leader 16. Identify and explain the four traits of a quiet or silent leader. Lead by Example→ Silent leaders favor actions over words. The silent leader display their values, ethics, and expectations via consistent actions, setting the standard for other team members to follow. Empathetic Listening→ Silent leaders are very good listeners, they emphasize understanding, value other team member's perspectives. Silent leaders are able to build trust by being very approachable and displaying a genuineness for other team member's concerns. Empowerment→ Silent leaders concentrate on empowering their other team member's instead of looking for recognition. Silent leaders offers support to others to succeed by promoting progress and growth, giving resources and building opportunities for development. Humility→ Silent leaders show humility, putting the needs of other team members and the organization above their own wants and ambitions. They also avoid promoting themselves and concentrate on achieving shared team goals collaboratively. Audio/Video Focus Areas ----------------------- Watch the following video Ten Leadership Theories in Five Minutes Identify the major characteristics of each leadership theory. Complete the table for emerging leadership theories 1970s to present (some of these are in your e-text and some are not) +-----------------------------------+-----------------------------------+ | **Theory** | **Major points of theory** | +===================================+===================================+ | Great Man Theory | 1.Leaders are born, not made. | | | | | | 2.Promotes leadership traits and | | | abilities are inherited. | | | | | | 3.Leadership is also associated | | | with heroic figures. | +-----------------------------------+-----------------------------------+ | Trait theory | ------------------------ ------ | | | ------------------------- ------- | | | ------------------------- | | | Intelligence Creati | | | vity Interpe | | | rsonal skills | | | Knowledge Cooper | | | ativeness Tact | | | Judgment Alertn | | | ess Diploma | | | cy | | | Decisiveness Self-c | | | onfidence Prestig | | | e | | | Oral fluency Person | | | al integrity Social | | | participation | | | Emotional intelligence Emotio | | | nal balance and control Charism | | | a | | | Independence Risk t | | | aking Collabo | | | rative priority setting | | | Personable Critic | | | al thinking Resilie | | | nce | | | Skilled communicator Abilit | | | y | | | Adaptability Able t | | | o enlist cooperation | | | ------------------------ ------ | | | ------------------------- ------- | | | ------------------------- | +-----------------------------------+-----------------------------------+ | Skills theory | 1.Concentrates on obtained | | | learned abilities, skills, and | | | knowledge as principles of | | | effective leadership. | | | | | | 2.Promotes technical, conceptual | | | and human skills. | | | | | | Implies leadership can be | | | developed. | +-----------------------------------+-----------------------------------+ | Leadership styles | 1.The authoritarian leader is | | | characterized by the following | | 1)Autocratic or authoritarian | behaviors: | | | | | 2)Democratic | Strong control is maintained over | | | the work group. | | 3)Laissez-faire | | | | Others are motivated by coercion. | | | | | | Others are directed with | | | commands. | | | | | | Communication flows downward. | | | | | | Decision making does not involve | | | others. | | | | | | Emphasis is on difference in | | | status ("I" and "you"). | | | | | | Criticism is punitive. | | | | | | 2.The democratic leader exhibits | | | the following behaviors: | | | | | | Less control is maintained. | | | | | | Economic and ego awards are used | | | to motivate. | | | | | | Others are directed through | | | suggestions and guidance. | | | | | | Communication flows up and down. | | | | | | Decision making involves others. | | | | | | Emphasis is on "we" rather than I | | | and you. | | | | | | Criticism is constructive. | | | | | | 3.The laissez-faire leader is | | | characterized by the following | | | behaviors: | | | | | | Takes a hands-off approach. | | | | | | Is permissive, with little or no | | | control. | | | | | | Motivates by support when | | | requested by the group or | | | individuals. | | | | | | Provides little or no direction. | | | | | | Uses upward and downward | | | communication between members of | | | the group. | | | | | | Disperses decision making | | | throughout the group. | | | | | | Places emphasis on the group. | | | | | | Does not criticize. | +-----------------------------------+-----------------------------------+ | Situational leadership | 1.Leadership depends on the | | | objective and the abilities, | | | maturity and or competence of the | | | team members. | | | | | | 2.Leadership has to be flexible | | | and have an adaptive strategy to | | | meet the teams needs. | +-----------------------------------+-----------------------------------+ | Contingency theory | | +-----------------------------------+-----------------------------------+ | Transactional leadership | 1.Focuses on management tasks. | | | | | | 2.Is directive and results | | | oriented. | | | | | | 3.Uses trade-offs to meet goals. | | | | | | 4.Does not identify shared | | | values. | | | | | | 5.Examines causes. | | | | | | 6.Uses contingency reward. | +-----------------------------------+-----------------------------------+ | Transformational leadership | 1.Identifies common values. | | | | | | 2.Is a caretaker. | | | | | | 3.Inspires others with vision. | | | | | | 4.Has long-term vision. | | | | | | 5.Looks at effects. | | | | | | 6.Empowers others. | +-----------------------------------+-----------------------------------+ | Leadership Member Exchange Theory | 1.Promotes the relationship | | | between leaders and their | | | followers. | | | | | | 2.Leaders form relationships that | | | are unique to each member, that | | | build in groups and out groups. | | | | | | 3.Positive exchanges that result | | | in greater engagement and job | | | satisfaction. | +-----------------------------------+-----------------------------------+ | Servant leadership | 1.The ability to listen on a deep | | | level and to truly understand.\ | | | 2.The ability to keep an open | | | mind and hear without judgment.\ | | | 3.The ability to deal with | | | ambiguity, paradoxes, and complex | | | issues.\ | | | 4.The belief that honestly | | | sharing critical challenges with | | | all parties and asking for their | | | input is more important than | | | personally providing solutions.\ | | | 5.Being clear on goals and good | | | at pointing the direction toward | | | goal achievement without giving | | | orders.\ | | | 6.The ability to be a servant, | | | helper, and teacher first and | | | then a leader.\ | | | 7.Always thinking before | | | reacting.\ | | | 8.Choosing words carefully so as | | | not to damage those being led.\ | | | 9.The ability to use foresight | | | and intuition.\ | | | 10.Seeing the big picture and | | | sensing how people and | | | relationships are connected. | +-----------------------------------+-----------------------------------+ Application Questions or Case Studies ------------------------------------- Practice question 1 1. Which is a characteristic of a leader? a. Always assigned a position of authority b. Usually part of a formal organization c. Focus on group process, information gathering and feedback d. Focus on decision making and results Practice question 2 2. Which is a component of emotional intelligence? e. Self-reliance f. Assertiveness g. Self-regulation h. Charisma Case Studies Case Study 1 Leadership Styles Lucille Brown is a nurse manager for a 26-bed intensive care unit for a major teaching hospital in New York. She is very relationship- and people-oriented. Nurse Brown encourages and facilitates group discussion and group decision making. Teamwork is the focus for any project on her unit, and she provides needed resources to the team. Nurse Brown makes sure everyone has a role on the unit and input into decision-making. Case Study 1 Questions 1. What style of leadership does Nurse Brown exhibit? (using Lewin, Lippitt, & White's classifications of democratic, authoritarian, and laissez-faire). The democratic leader exhibits the following behaviors: - Less control is maintained. - Economic and ego awards are used to motivate. - Others are directed through suggestions and guidance. - Communication flows up and down. - Decision making involves others. - Emphasis is on "we" rather than I and you. - Criticism is constructive. 2. Is this style of leadership effective in all situations? In what situations may this leadership style be [inefficient]? Effective When: - Team collaboration is crucial, like creating long term strategies and or solving complex problems/issues. - Create morale, promote participation and building creativity. Inefficient When: - Emergency/High pressure instances when a quick, decisive decision maker is required. - Coding patient - Disasters 3. What type of leadership style do you prefer your boss to use? In my previous line of work I a manager that practiced a Laissez-faire management style. Why? Due to my experience in my previous profession, I was experienced and had confidence that I could handle and resolve an emergent issue. If I did not have the expertise, I knew how and who to escalate to, to get the emergent issue resolved. Case Study 2-Servant Leadership The nurse manager of a 30-bed medical-surgical unit has been in the position for 8 years. She was a charge nurse on the unit prior to that, and has been employed at the hospital for 16 years total. Today she is meeting with the dean of a "well-recognized university" who is the keynote speaker today at a local nursing conference. She remembers that one of the registered nurses on her unit is interested in attending a "well-recognized university" to pursue a Master of Science in Nursing. The nurse manager arranges for the registered nurse to meet with this dean. The nurse manager has yearly meetings with individual staff to set professional goals followed by periodic checks to assess progress of goals and how she can facilitate each staff registered nurse\'s professional growth. Her staff has the longest average length-of-employment in the hospital. There are rarely open staff positions. The work on the unit gets done, and it gets done *well.* Patient satisfaction scores have been high for the past 8 quarters (2 years). The nurse manager encourages each staff member to participate in at least one committee, either on the unit or at the organizational level. Case Study 2 Questions: 1. What traits of the servant leader is the nurse manager exhibiting? 1.The ability to listen on a deep level and to truly understand.\ 2.The ability to keep an open mind and hear without judgment. 4.The belief that honestly sharing critical challenges with all parties and asking for their input is more important than personally providing solutions. 5.Being clear on goals and good at pointing the direction toward goal achievement without giving orders.\ 6.The ability to be a servant, helper, and teacher first and then a leader. 10.Seeing the big picture and sensing how people and relationships are connected. Identify and discuss each trait based on the website review of the 10 principles of servant leadership, give examples from the case study (should be four or more). Commitment to the improvement/growth of team members: - Ex. The nurse manager conducts a yearly meeting to set goals and check progress on a specific routine time. - Ex. The nurse manager schedules a meeting with the dean of a prestigious university for one of their staff members to provide an opportunity for growth. Empathetic: - Ex. The nurse manager comprehends the individual needs of their staff and will work to support and provide opportunities for their development. Stewardship: - Ex. The nurse manager is able to promote responsibility/accountability due to encouraging the participation on committees. Community Building: - Ex. The extended tenure of the nursing managers staff along with the high patient ratings of satisfaction indicates a strong community and a shared purpose. 2. Why would a servant leadership style encourage employee and client satisfaction? Discuss your answer. Employee Satisfaction: - The employees feel supported, empowered, valued and free to thrive and achieve their personal goals. - Chances for growth, improvement and engagement in decision making to improve morale. - The concentration on collaboration creates teamwork and an improved work environment. Client Satisfaction: - High staff gratification leads to improved care. - The nursing managers concentrate the professional growth of team members to make sure they are competent and confident in the assigned nursing roles. - A supported and motivated staff offer constant, high quality care as evidenced by the high patient scores. Study Guide Outline­­­­­­ for Exams (all active learning guide focus areas) - Leaders and Managers - Historical Development of management theory - Scientific Management - Management functions - Human Relations management - Historical Development of Leadership Theory - Great Man Theory/Trait theory - Behavioral Theories: Authoritarian, Democratic, Laissez-faire - Situational and Contingency leadership theories - Interactional Leadership theories - Transactional and Transformational Leadership - Interactional leadership theories - Exemplary Leadership - Full Range Leadership Model/Theory - Silent or Quiet Leadership - Leadership Competencies - Overview of multiple leadership theories and examples of each - Strength-Based Leadership, three basic tenets display 3.1, & Positive Psychology Movement - Appreciative Leadership & Appreciative Inquiry - **Level Five Leadership, display 3.2** - **Servant Leadership see display 3.3 (e-text and website)** - **Principal Agent theory** - **Human and Social Capital Theory** - **Emotional Intelligence** - **Authentic Leadership, display 3.4** - **Thought Leadership and Rebel Leadership, display 3.5** - **Agile Leadership** - **Reflective Thinking and Practice, display 3.6** - **Quantum Leadership** - **Transition from Industrial Age Leadership to Relationship Age Relationship, display 3.7** - **Employee engagement**