Tiêu đề Nursling Leadership and Management.docx ✅

Nursling Leadership and Management (NCM 119) PRELIMS Nursing └ The glue that holds a patient’ health care journey together └ Without nurses, healthcare journey will not be complete Leadership └ Process of influencing subordinates towards goal achievement └ a process of interaction in which the leader influences others toward goal achievement └ Leaders influence others, often by inspiring, enlivening, and engaging others to participate └ leadership is a reciprocal relationship └ Leadership can occur between the leader and another individual; between the leader and a group; or between a leader and an organization, a community, or a society. └ Each person has the potential to serve as a leader. └ Ability to move people Definitions of leadership Gardner └ Leadership is the process of persuasion and example which an individual (or leadership team) induces a group to take action that is in accord with the leader’s purposes or the shared purpose of all  Persuade to attain a common goal Holloman └ Leadership is the process in which a person inspires group constituents to work together using appropriate means to achieve a common mission and common goals Stoner └ Leadership is the process of directing and influencing the task-related activities of group members  Should be able to delegate tasks Merton └ Leadership is a social transaction in which one person influence others  Two-way process (give and take relationship)  Both the leaders and subordinates can influence one another Flores └ Leadership can be described as a process of influence in a specific set of circumstances that stimulate people to strive willingly to attain, organizational objectives, giving them the experience to attain the common objectives and satisfaction with the type of leadership provided Robins └ Leadership is the process of empowering beliefs and teaching others to tap their full capabilities by shifting the beliefs that has been limiting them  Bringing out the best in their subordinates Yukl └ Leadership is the process of influence in which the leader influences (inspire, enliven, or encourage) others towards goal achievement Leadership roles └ Expanded roles of a leader └ Teacher └ Coach └ Counselor  In stressful situations, leaders should be there for their subordinates └ Decision maker └ Critical thinker └ Risk taker └ Advocate └ Visionary  Should be able to envision the future └ Evaluator └ Facilitator └ Mentor └ Role model Three dimensions of leadership └ Leader └ Follower └ Situation  Characteristics of the workplace and employees Types of leaders └ Leading is one of four managerial functions, along with planning, organizing and staffing, and controlling Formal leadership └ Appointed person └ Has the position and authority └ As when a person is in a position of authority or in a sanctioned, assigned role within an organization that connotes influence, such as a clinical nurse specialist Informal leadership └ Not appointed └ Does not have authority └ Has the capacity to lead └ An individual who demonstrates leadership outside the scope of a formal leadership role, such as a member of a group rather than the head or leader of the group └ Examples:  Staff nurses demonstrate informal leadership when they advocate for patient needs or when they take action to improve health care.  Nurses also demonstrate informal leadership when they speak up to improve quality of care. Sources of power └ Reward  Based on the ability of the leader to grant favor or reward └ Referent  There are leaders who are not good at their jobs but still respected and trusted
└ Expert  People who are smart, capable, knowledgeable, and has expertise  Power of a nurse leader └ Legitimate  All the people who are in the government  Legal and authorized power  Based on the position one holds  Power of a nurse leader └ Informational  Based on the ability of the leader to gain access to information └ Connection  Linkages, networks, coalitions └ Coercive  Fear of punishment of the subordinates  E.g., When a nurse gave a wrong medication on the patient and the patient developed adverse reactions, she got an IR and the head nurse suspended the nurse CHARACTERISTICS OF A LEADER According to Bennis and Nanus (1985), effective leaders share three fundamental qualities. 1. Guiding vision  Leaders focus on a professional and purposeful vision that provides direction toward the preferred future 2. Passion  The ability to inspire and align people toward the promises of life 3. Integrity  Based on knowledge of self, honesty, and maturity that is developed through experience and growth  Self-awareness—knowing our strengths and weaknesses—can allow us to use feedback and learn from our mistakes According to Stodgill (1948,1974), certain characteristics are commonly attributed to leaders. a. Intelligence b. Self-confidence c. Determination d. Integrity e. Sociability According to Murphy & DeBack (1991), leadership characteristics are the ff: a. managing the dream b. mastering change c. designing organization structure d. learning e. taking initiative According to Kirkpatrick & Locke (1991), leaders are different from non-leaders d/t: a. drive b. desire to lead c. honesty and integrity d. self- confidence e. cognitive ability f. knowledge of the business Theories of leadership 1. Greatman theory └ Leaders are born, not made └ Leadership runs in the family └ E.g., monarchs (king and queens) 2. Trait theory └ Leaders are made, not born └ Leadership can be learned can be learned through experiences └ Three traits to effective leadership:  Intelligence traits (fluent in talking, decision maker, critical thinker)  Personality traits (adaptability, can adapt to a certain situation, alert, creative)  Ability traits (actions, walking the talk, ability to socialize with other people) 3. Behavioral theory └ Focus is geared not towards who the leader is but how the leader actually behaves  Focus is on the performance of the leader  Gender, physical looks, status is not important  Looks not at the who but the how Two basic leadership behaviors └ Employee-centered  Leader focuses on the human needs of the employees └ Job-centered  Task oriented  Make sure to finish the task  Centered on the schedule and task  Focus on schedules, costs, and efficiency, resulting in a lack of attention to developing work groups and high- performance goals └ The two behaviors should be balanced for it to be effective Two dimensions of leadership behavior └ Initiating structure  Task-oriented  involves an emphasis on the work to be done, a focus on the task and production  Leaders are concerned with how work is organized and on the achievement of goals.  Leader behavior includes planning, directing others, and establishing deadlines and details of how work is to be done └ Considerations  Employee-centered  involves activities that focus on the employee and emphasize relating and getting along with people  Leader focuses on the well-being of others.  The leader is involved in creating a relationship that fosters communication and trust as a basis for respecting other people and their potential contribution. The leader behaviors of initiating structure and consideration define leadership style. The different styles nurses use include:
 Low initiating structure, low consideration  High initiating structure, low consideration  High initiating structure, high consideration  Low initiating structure, high consideration Managerial Grid by Blake and Mouton (1985) └ Five styles identify the extent of structure, called concern for production, and consideration, called concern for people, demonstrated by the leader The five leader styles are: 1. Impoverished leader for low production concern and low people concerns; 2. Authority compliance leader for high production concern and low people concern; 3. Country club leader for high people concern and low production concern; 4. Middle-of-the-road leader for moderate concern in both dimensions; and 5. Team leader for high production concern and high people concern. 4. Contingency theory └ Fiedler’s contingency theory └ Contingency theory acknowledges that other factors in the environment influence outcomes as much as leadership style and that leader effectiveness is contingent upon something other than the leader’s behavior. └ States that there are other factors in the environment which influence outcomes as much as leadership styles; and that leader effectiveness is contingent upon or depends upon something other than the leader’s behavior └ The premise is that different leader behavior patterns will be effective in different situations └ Fielder’s theory of leadership effectiveness views the pattern of leader behavior as dependent upon the interaction of the personality of the leader and the needs of the situation. └ Contingency approaches include:  Fielder’s contingency theory  Situational Theory of Hersey and Blanchard  Path-Goal Theory  Idea of Substitutes for Leadership Three dimensions of contingency theory Leader-member relation └ Good leader-member relation  Members highly respect, is confident, and trusts the leader └ Poor leader-member relation  distrust, a lack of confidence and respect, and dissatisfaction with the leader by the followers. Task structure └ Refers to the degree to which work is defined, with specific procedures, explicit directions, and goals └ High task structure  Routine activities  Predictable activities  Clearly defined activities └ Low task structure  Not routine activities  Not predictable activities  Not clearly defined activities Position power └ Degree of formal authority and influence associated with the leader └ High power position  Power and position are possessed by the leader  Favorable to the leader └ Low position power  Not favorable to the leader └ When all of these dimension—leader-member relations, task structure, and position power—are high, the situation is favorable to the leader. When they are low, the situation is not favorable to the leader. 5. Situational theory └ Assumes that a leader should help the follower grow in their readiness to perform new tasks as long as they are able and willing go  Helps members be matured └ Addresses follower readiness as a factor in determining leadership style and considers task behavior and relationship behavior Readiness └ It is an individual’s ability to motivate to perform a particular task. Follower readiness called “maturity” is addressed in order to select └ Readiness is synonymous to maturity └ Follower readiness called “maturity” is addressed in order to select one of the four leadership styles Four leadership styles (Hershey and Blanchard) └ Telling leadership  “Do this”, “I tell you this”  Members are in the low maturity, so, they always need to be directed  Unable or unwillingly participate or are unsure  Provide direction and close supervision  High task behavior and low relationship behavior o Define the roles and tasks of the follower and supervise them closely o Decisions are made by the leader └ Selling leadership  Low to moderate maturity  Unable but willing and confident  Leader can give clear directions and supportive feedbacks to get the task done  High task, high relationship style o Define the roles and tasks, but seek ideas and suggestions from the followers o Decisions remains on the leader o Communication is two-way └ Participating leadership  Moderate to high maturity  Able but unwilling  Leaders can give support and encouragement  Low task and high relationship style o Leader facilitates and takes part in decisions but control is shared with the followers o Task allocation └ Delegating leadership  High maturity  Able and willing  Low task and low relationship style o Involved in decisions and problem-solving but control is with the follower
o The follower decides when and how the leader will be involved Framework of situational leadership └ Benner’s model of novice to expert └ NACPE (novice, advanced beginner, competent, proficient, expert) └ Novice  No skill, no experience └ Advanced beginner  Acceptable performance └ Competent  2-3 years of experience in the field of specialization; plans and organizes  Already have planning and organizational abilities └ Proficient  3-5 years of experience; holistic  Situation is perceived as a whole (holistically) └ Expert  Highly proficient; flexible  Can adjust to any environment or situation  Has the clinical eye 6. Path-goal theory └ Also called as the motivational theory └ Proponent is Robert House └ People are motivated when they believed they are able to carry out the work and when they think their contribution will lead to the expected outcome and that the rewards for their efforts are valued and meaningful └ The leader works to motivate followers and influence goal accomplishment └ Leader makes the path toward the goal easier for the follower  Directive Style of Leadership o Provides structure through direction and authority o Focus on the task and getting the job done  Supportive style of leadership o Relationship oriented o Leader providing encouragement, interest, and attention  Participative style of leadership o Leader focuses on involving followers in the decision-making process  Achievement-oriented style of leadership o Provides high structure and direction and high support through consideration behavior └ Leadership style is matched to the situational characteristics of the followers and situational factors in the environment 7. Transactional leadership └ An exchange posture that identifies the needs of followers and provides and rewards to meet those needs in exchange for expected performance └ Employer-development because the leaders benefit in the type of leadership └ Always has a condition └ Aka Traditional Manager └ concerned with day-to-day operations 8. Transformational leadership └ Serves to promote employee development, attends to needs and motives of followers, inspires through optimism, influences changes └ Employee benefits in this type of leadership └ Leaders transforms their members └ They prepare their members to become leaders in the future └ Leaders bring out the best in their members └ Leader who is committed to a vision that empowers others └ Motivate others by behaving in accordance with values, providing a vision that reflects mutual values, and empowering others to contribute └ A leader who “commits people to action, who converts followers into leaders, and who converts leaders into agents of change” 9. Charismatic leadership └ Based on the inspirational quality possessed by individuals that make others feel better with them  Others feel better in their presence └ Charismatic leader has an inspirational quality that promotes an emotional connection in followers └ Charismatic leaders display self-confidence and strength in their convictions, and communicate high expectation and confidence in others. └ These leaders have been described as emerging during a crisis, communicating vision, and using personal power and unconventional strategies └ One consequence of this type of leadership is a belief in the charismatic leader that is so strong it takes on an almost supernatural sense and the leader is worshipped as if superhuman. 10. Servant leadership └ It is a life and leadership in the service of the Lord └ Priests, pastors, religious leaders and heads 3 leadership styles AUTOCRATIC DEMOCRATIC LAISSEZ-FAIRE Strong control Less control No control Gives order Offer suggestions No directive Does decision- making Make suggestions Abdicates decision making Leader does planning Group does planning No planning Directive Participative Uninvolved Foster dependency Foster independence Foster chaos Autocratic leadership  Involves centralized decision making, with the leader making decisions and using power to command and control others  Best for emergency situations  The autocratic style is used by the leader in situations in which