Integrating Leadership Roles and Management Functions

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• Integrating Leadership Roles and Management
  Functions

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• Management is dealing with people
• The need to develop nursing leadership skills has
  never been greater than it is today.

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Leadership

• A way of behaving, interpersonal ability to cause
  others to respond
• A set of actions that influences members of a
  group toward goal setting and goal attainment
  (Bailey)
• The process of influencing an organized group
  toward accomplishing its goals (Wren)
• The art of getting work done through others
  willingly
• Directing and coordinating the work of group
  members (Fiedler)

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Management

• Problem-oriented process needed whenever two or
  more work together toward a common goal
• The manipulation of people,
• the environment, money, time,
• and other resources to reach organizational
  goals
• To forecast and plan, to organize and to command,
  to coordinate, and to control (Fayol)
• The creation of an internal environment in an
  enterprise in which individuals work together as
  a group

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Managers and Leaders

• Leaders
• Selects and assumes role
• Often do not have delegated authority but obtain
  their power through other means
• Have a wider variety of roles than do managers
• Are frequently not part of the formal
  organization
• Focus on group process, information gathering,
  feedback, and empowering others

• Managers
• Are always assigned a position within an
  organization
• Have a legitimate source of power as a result of
  the delegated authority that accompanies their
  position
• Are expected to carry out specific functions
• Emphasize control, decision making, decision
  analysis, and results

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Management Styles
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Styles of Leadership in Delegation

• Autocratic or Authoritarian
• Democratic or Participative
• Laissez-Faire, Permissive, or Free Reign

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Good Leaders and Managers

• Good Leaders
• envision the future
• communicate their visions
• motivate followers
• lead the way
• influence others to accomplish goals
• inspire confidence
• take risks
• empower followers
• master change

• Good Managers
• coordinate resources
• optimize resource use
• meet organizational goals and objectives
• follow rules
• plan, organize, control, and direct
• use reward and punishment effectively to achieve
  organizational goals

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Integrated Leader/Managers(Gardner, 1990)

• Think longer term
• Look outward, toward the
• larger organization
• Influence those beyond their
• own group
• Emphasize vision, values, and
• motivation
• Are politically astute
• Think in terms of change and renewal

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The Management Process

• Planning
• Organizing
• Staffing
• Directing
• Controlling

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Transactional Leadership

• Focuses on management tasks
• Is a caretaker
• Uses trade-offs to meet goals
• Does not identify shared values
• Examines causes
• Uses contingency reward

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Transformational Leadership

• Identifies common values
• Is committed
• Inspires others with vision
• Has long-term vision
• Looks at effects
• Empowers others

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Can Leadership Be Taught?What the Critics Say

• Leadership cannot be taught because
• Leaders are born and not made.
• U.S. culture holds that leadership is an elitist
  and thus an anti-American phenomenon.
• Leadership training would be too focused on the
  skills and techniques, rather than on the means,
  to get work done.
• Leadership can be learned only on the job, from
  experience.
• Leadership requires manipulation or a killer
  instinct.
• To teach leadership is an act of arrogance.
• Society rewards the specialist, not the
  generalist.
• Leadership is an elusive commodity it cant be
  proven.
• Leadership at best comes close to creativity.
  Can creativity be taught?

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Decision Making, Problem Solving and Critical
Thinking

• Decision making complex, cognitive process
  often defined as choosing a particular course of
  action.
• Problem solving part of decision making,
  systematic process focused on analyzing a
  difficult situation
• Critical Thinking includes reasoning and
  creative analysis broader scope than decision
  making and problem solving

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Why the critical thinking movement?

• The ability of young adults to problem
  solve/reason inferentially has seriously
  declined.
• Weve been busy teaching facts, not how to think!

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Why is critical thinking especially
important for nurses?

• Information becomes obsolete quickly
• Complexity of the profession
• Limited of hours for theory and clinical in
  education
• Information overload
• Conflicting responsibilities

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Fostering Critical Thinking

• All too often we are giving our young people
  cut flowers when we should be teaching them to
  grow plants. We are stuffing their heads with the
  products of earlier
• innovation rather than teaching
• them how to innovate.
• We think of the mind as a
• storehouse to be filled when we should be
  thinking of it as an instrument to be used.
• -John W. Gardner

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Characteristics of a Successful Thinker

• Energy action oriented
• Courage willingness to take risks
• Sensitivity
• Creativity innovative
• Good track record
• Self-aware

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Types of Decision Making

• Recurrent and routine problem solving
• Satisficing
• Maximizing or optimal mode

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Frequent Errors Made in Decision Making

• No clear objective or goal for decision
• Faulty data gathering
• Faulty logic or crooked thinking

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Frequent Errors Made in Decision Making (cont.)

• Limited of alternatives
• Too much time identifying the problem
• Using outcome only for evaluation
• Lack of self-awareness
• Refusal to act

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Decision-Making Variables

• If we all use the same decision-making or
  problem-solving model and are given the same
  information, will we all reach the same
  decision?Why not?

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Right-Brain Vs. Left-Brain Dominance
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Problem-Solving vs. Decision-Making Models

• The Traditional Problem-Solving Process
• Identify the problem.
• Gather data to identify the causes and
  consequences of the problem.
• Explore alternative solutions.
• Evaluate each alternative.
• Select appropriate solution.
• Implement solution.
• Evaluate results.

• Harrisons Managerial Problem-Solving Model
• Set objective(s).
• Identify the problem.
• Search for alternatives.
• Evaluate alternatives.
• Choose alternative.
• Implement solution.
• Follow-up and control.

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Nursing Process A Problem- Solving and
Decision-Making Model

• Assess
• Diagnose
• Plan
• Implement
• Evaluate

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Trial and Error Decision Making
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Group Dynamics

• Group phases
• Initiation
• Working
• Termination
• Group roles
• Task roles
• Maintenance roles

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Definition of Group Roles

• Task Roles
• Initiating introductory activities
• Seeking information
• Giving information
• Clarifying
• Coordinating
• Summarizing

• Maintenance Roles
• Supporting
• Mediating
• Gatekeeping
• Following
• Reducing tension
• Setting standards

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Challenge of Change

• Change is inevitable
• Three options
• React
• Dont act
• Act

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Resistance to Change

• Perceived threat
• Lack of understanding
• Limited ability to cope
• Disagreement about benefits
• Fear of impact of change on self-confidence and
  self-esteem

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Initiators of Change

• System
• Management
• Patient
• Yourself

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Emotional Phases of Change Process

• Equilibrium
• Denial
• Anger
• Bargaining
• Chaos

• Depression
• Resignation
• Openness
• Readiness
• Reemergence

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Five Steps to Conquering Change