Week 6 Effective Leadership Styles Discussion NR703

Leave a Comment / Nursing / By

Week 6 Effective Leadership Styles Discussion NR703

Effective Leadership Styles Discussion NR703

Purpose

The purpose of this discussion is to synthesize the concepts from historical organizational management models, leadership frameworks, and interprofessional collaborative competencies to create your own approach to effective leadership styles.

Also Read:

NR703 Week 7 Leading & Managing High-Value Healthcare Discussion

Instructions

For this discussion, think of a problem you have seen in your current or previous place of employment and address the following:

  1. Provide examples of how you as a transformational leader within an interprofessional team would address the practice problem.
  2. Provide examples of how you as a transactional leader within an interprofessional team would address the practice problem.
  3. Which leadership style do you think would be most effective in addressing this problem? Explain why.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Program Competencies

This discussion enables the student to meet the following program competences:

  1. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
  2. Appraises current information systems and technologies to improve health care. (POs 6, 7)
  3. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

  1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
  2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
  3. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
  4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

  • Initial Post: By 11:59 p.m. MT on Wednesday
  • Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 6: Leading Translational Science Student Lesson Plan

Overview

Program Competencies

  1. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
  2. Appraises current information systems and technologies to improve health care. (POs 6, 7)
  3. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

  1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
  2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
  3. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
  4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Weekly Objectives

  1. Integrate concepts from historical models of organizational management into professional practice. (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 5)
  2. Apply leadership theories and conceptual frameworks to guide professional practice. (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 4, 5)
  3. Appraise principles of interprofessional collaboration in leading translational science. (PC 6; PO 8; CO 4)
  4. Synthesize leadership and management competencies. (PCs 2, 4, 6; POs 6, 8; COs 1, 5)
  5. Construct your approach to project management using translation science models. (PCs 2, 4, 6; PO 6; COs 1, 2)

Main Concepts

  1. Organizational management models (PCs 2, 4, 6; POs 6, 8; COs 1, 4, 5)
  2. Leadership theories and conceptual frameworks (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 5)
  3. Interprofessional collaboration challenges (PCs 2, 4, 6; POs 6, 8; COs 4, 5)
  4. Leading through translation science models (PCs 2, 4, 6; POs 6, 8; COs 1, 4, 5)

Schedule

Section Read/Review/Complete Course Outcomes Due
Prepare Assigned Readings COs 1, 2, 4, 5 Wednesday
Explore Lesson COs 1, 2, 4, 5 Wednesday
Translate to Practice Discussion: Initial Post COs 1, 2, 4, 5 Wednesday
Translate to Practice Discussion: Follow-Up Posts COs 1, 2, 4, 5 Sunday
Reflect Reflection COs 1, 2, 4, 5 No submission

Foundations for Learning

Return to Week 1 and review the Management Skills, Leadership Strengths, & Transformational Leadership table.

Additionally, review the following resources:

Lush, M. (2019). The leadership versus management debate: What’s the difference?Links to an external site. NZ Business + Management, 33(4), M20-M23.

Toor, S., & Ofori, G. (2008). Leadership versus management: How they are different, and why.Links to an external site. Leadership and Management in Engineering, 8(2), 61-71.

Student Learning Resources

Click on the following tabs to view the resources for this week.

Required Textbooks

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

  • Read Chapter 1
  • Read Chapter 6
    • Section: Interprofessional Collaboration

Dang, D., & Dearholt, S. (2018). Johns Hopkins Nursing Evidence-Based Practice: Model and guidelines. Sigma Theta Tau International.

  • Read Chapter 3

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

  • Read Chapter 2
    • Section: Rogers’s Diffusion of Innovation Model
    • Section: Knowledge-to-Action Model
    • Section: Promoting Action on Research Implementation in Health Services Model

Required Articles

Scan the following articles on Professional Practice Models:

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science.Links to an external site. Nursing Science Quarterly, 31(3), 253-258.

Additional Resources

Review the following additional resources for further exploration of the weekly topics/concepts:

HGS Concepts. (2017, May 16). Neuroscience and leadership [Video]. YouTube. https://youtu.be/cq4nUqEHiIA

Strategy + Business. (2016, December 1). How strategic leaders use their brain [Video]. YouTube. https://youtu.be/T6h1b4ZtLG4

Learning Success Strategies

  • Review organizational, management, and leadership theories with which you are familiar and reflect on those that have been most impactful in your nursing practice.
  • Explore the theories that are new to you and entertain incorporating new elements into your leadership identity.
  • Develop your ideas and thoughts through the interactive discussion. Review the discussion guidelines and rubric to optimize your performance.
  • You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
  • Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.
  • Look ahead to the Week 7 assignment. Start your draft paper early and incorporate the feedback from the former assignments from Week 2 and Week 5.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

NR703 Week 6 Lesson Leading Translational Science

Leadership and Management

Most nursing education programs have leadership and management courses to introduce students to the concepts of leadership and management. Both are required for efficient nursing governance, and neither is as effective alone as both are together. Today, the integration of both transformational leadership methods and management skills are essential to accomplish organizational goals.

Explore management theories by viewing the following video.

Management Theories (3:21) Transcript

Management is both an art and a science. It is commonplace for managers to use more than one theory to achieve productivity or organizational goals. It is also important for managers to understand these different theories and know how to implement them. Let’s discuss four popular management theories.

Taylor is considered to be the father of scientific management theory. His four principles were based on (a) division and specialization of labor, (b) adherence to a chain of command, (c) structure of organization, and (d) span of control. Taylor consider the staff to be a means to an end with the end justifying the means.

He believed in standardizing job performance in which each job has explicit motion rules, standardized elements, and appropriate conditions of working. The focus of scientific management theory is production efficiency. Scientific management theory fits well with the transactional leadership style. Henri Fayol is considered to be the father of classical management theory. His five principles were based on (a) foresight, (b) organization, (c) command, (d) coordination, and (e) control.

Max Weber expanded on the scientific approach to management. Weber valued principles of logic, order, and legitimate authority. Clear labor divisions and a hierarchical structure were combined with formalized rules and procedures. Mary Parker Follett modified Fayol’s approach. She believed that combining the talents of individuals and forming groups functions for the greater good. We see this notion preserved in current-day 360-degree feedback surveys.

Her organizational theory paved the way for the leadership theories of transactional leadership. Classical management leads to impersonal interaction with staff, and promotions are achieved solely on merit. Scientific and Classical management theories fit best with a transactional leadership style, although there is some recognition for the unique talents staff bring to an organization, these frameworks form the basis for today’s four functions of management: planning, organizing, leading, and controlling.

Human Relations Management Theory began its development with the research work of Elton Mayo in 1932. Mayo’s hallmark study found that one of the employee groups he studied had increased productivity due to the attention he gave them. This is called the Hawthorne Effect, named for the location in which Mayo’s research was conducted.

His discovery led to Mayo’s realization that motivation was linked to success, group belongingness, cohesiveness was linked to productivity, and morale was linked to output. Interpersonal human relations management style promoted all three. Since then, human relations management theory has emphasized communication, relationship building, negotiating, and conflict resolution.

Management Function and Theories

Click through the following interactive to examine examples of management function and theories.

Click the following link to expand to full screen:

Management Function and Theories Exploration

Management Function and Theories Interactive Transcript

Management Function and Theories

Management Function and Theories Understanding the history of organizational management concepts and theory helps to inform the DNP-prepared nurse’s leadership in contemporary nursing practice and healthcare environments. The following four traditional elements of management continue to provide a useful framework for today’s healthcare organizations. Review each function. Then, click to view the expert’s example.

Function 1 = Planning

Question: Planning is the process of getting organized to function. Provide an example of planning.

Expert’s example: A nurse manager initiates planning through strategic and tactical steps in preparation for organizational interventions. There are two types of planning: strategic and tactical. Strategic involves long-term planning to achieve the organization’s mission and goals. Tactical planning is short-term decision making for operational management, such as the allocation of resources, scheduling staff, and carrying out the daily routine.

Function 2 = Organization

Question: The next step in the traditional management process is organizing. As a future DNP-prepared nurse, what functions of organizing do you foresee in the organizational process?

Expert’s example: Organizing is the creation of order and structure to complete the first function, which is planning. A nurse manager creates a staffing schedule, arranges educational opportunities to meet operational needs, and positions staff to leverage skillsets for patient care. Organizing is applying appropriate power to ensure operational assets are being effectively applied so that outcomes match those that are anticipated.

Function 3 = Leading

Question: Much like Fredrick Taylor’s scientific management principles in the early 1900s, both Fayol’s original and Follett’s modification to the classical ideas of leadership were similarly methodical and focused on training managers in leadership. From your exploration, what might be functions of traditional leading (or “commanding”) that you might use as a DNP-prepared nurse today?

Expert’s example: Supervising is a management function. One traditional management maxim was that you get what you inspect, not what you expect. The application today is that a good supervisor must trust but verify results. Many other traditional management leadership functions are still applicable to today’s DNP leader: motivating, delegating, and even collaborating evolved from these early principles.

Function 4 = Controlling

Question: Traditionally, Fayol’s idea of controlling was adapting to changing circumstances. What might you learn from this traditional approach that you might apply today as a DNP-prepared nurse?

Expert’s example: Controlling is a management function of assessing performance and adjusting actions to accomplish organizational goals. However, controlling is not just reactive; it is also proactive such that the seasoned manager anticipates deviation from the goal and plans to prevent or otherwise overcome anticipated events. Other controlling adjustments are made by using evaluative processes with practice guidelines, quality improvement plans, audits, total quality management milestones, and accreditation standards.

Selected Historical Management Models

Review the following timeline regarding the different management models.

Management Models Timeline Interactive Transcript

Type Theory Description
Scientific Fredrick Taylor’s (1911/2014) Scientific Management Theory ·    Match workers to tasks

·    Establish command hierarchy

·    Structure the organization through research (Scientific Method)

·    Span of control: monitor and incentivize workers (usually negative reinforcement)
Max Weber’s (1919) Theory of Bureaucracy ·    Rigid division of labor, rules, and regulations

·    Hiring and promoting workers based on competencies (specialized roles)

·    Hierarchy, responsibility, and accountability

·    Impersonal authority and political neutrality
Classical Henri Fayol’s (1949) Classical Management Theory ·    Planning (Foresight)

·    Organizing

·    Command

·    Coordinate and control
Mary Parker Follett (1924)* (Neoclassical) Organizational Theory (and Early Transformational Leadership) (*See Fox & Urwick, 1940) ·    Planning

·    Organizing

·    Leading (toward transformations)

·    Controlling
Human Relations Development Elton Mayo’s (1932)* Management (motivation) Theory (*See Wood & Wood, 2004) ·    Low cohesive-low norm groups  = low productivity

·    High cohesive-low norm groups = negative productivity

·    Low cohesive-high norms = limited productivity

·    High cohesive-high norms = high productivity
Maslow’s (1943) Motivational Theory (Hierarchy of Needs) ·    Although itself not an organizational (or leadership) theory, it has helped shape human relations theory by helping managers explain and adjust to elements of motivation for employees.
Douglas McGregor’s (1960) Theory X and Theory Y Management Theory ·    Managing Theory X style = Authoritative, negative view of employees, all-controlling, uses a transactional leadership style

·    Managing Theory Y style = Participatory, positive approach to people, consensus-seeking, uses transformative leadership styles
Henry Mintzberg’s (1973) Management Theory ·    Interpersonal

·    Informational

·    Decision-maker
Modern Human Relations (Management) (Composite) Frameworks ·    Relationship building

·    Organizing/multitasking

·    Conflict resolution/negotiation

·    Communication

·    The movement in human relations theories since Mayo’s 1932 have informed composite versions of the modern human relations management theories or organizational management theories used today.
 Selected Historical Management Models

Fayol, H. (1949). General and industrial management (C. Storrs, Trans.). Pitman Publishing.

Fox, E. M., & Urwick, L. (1940). Dynamic administration: The collected papers of Mary Parker Follett. Pitman Publishing.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

McGregor, D. (1960). The human side of enterprise. McGraw-Hill Book Company, Inc.

Mintzberg, H. (1973). The nature of managerial work. Harper & Row.

Taylor, F. W. (2014). The principles of scientific management (1911 edition reprint). Martino Fine Books.

Waters, T., & Waters, D. (Eds.). (2015). Weber’s rationalism and modern society: New translations on politics, bureaucracy, and social stratification. (T. Waters & D. Waters, Trans.). Palgrave-Macmillan.

Wood, J. C., & Wood, M. C. (2004). George Elton Mayo: Critical evaluations in business and management. Routledge.

Leadership Theories & Conceptual Frameworks

Most of us have been introduced to the common leadership styles of authoritarian, democratic, and laissez-faire that were popularized in the 1950s. However, these styles did not typically match most leaders’ styles; therefore, more operational theories emerged.

View the following activity to examine examples of leadership theories and conceptual frameworks.

ASDA Interactive Transcript

Situational and Contingency Leadership Theories

Mary Parker Follett’s neoclassical management theory also popularized the idea that a leader’s style should be interpersonal (not impersonal) and match the situation and the individuals involved in the situation. Today, her ideas have developed into styles of transformational leadership and grown into successful models like Dr.

Paul Hersey’s (1985) The Situational Leader and developed into a modern theory by Hersey and Blanchard (1977). Success in leading depends on how well leadership style is adapted to the situation, specifically in the styles of directing, coaching, supporting, and delegating. Contingency theory is similar and stresses the interrelationships between the leader and those being led.

Servant Leadership Theory

Greenleaf’s (2002) servant leader is simply leadership serving others or leadership in the service of others. The leader serves others in such a way to ensure that others can fulfill their roles, professionally and personally. There are several ways servant leadership can be demonstrated, with authentic leadership as one example.

Transformational Versus Transactional Leadership

Building on the concepts before them, transformational and transactional leadership styles have evolved today. Even though we tend to think of one as good and the other bad, both have a place in the leadership toolbox. Transformational leaders tend to be outward focused, positive, and inspiring; the transactional style tends to be more impersonal, authoritative, and directive.

Transformational Leadership

Transformational leadership has many of the same characteristics as servant leadership. Transformational leaders empower their followers and are dynamic individuals who recognize that their followers have unique abilities. They see their roles as leaders who are responsible for finding the best fits for their followers. Their style is interactive and highly communicative. They demonstrate a vision for the future and inspire others to share in that vision.

Transactional Leadership

Transactional leaders are typically concerned with maintaining the status quo. Rather than seeing the big picture, transactional leaders focus on details. They are sometimes accused of paralysis by analysis. They are unilateral leaders and function best in a no-growth environment. The transactional leader extrinsically motivates. They are best suited for emergency or military leadership, and the transactional style is most successful when used in critical situations, battlefield leadership, or emergency response efforts. Transformational leaders should be able to use transactional styles of leadership when necessary.

Quantum Leadership and Quantum Caring Leadership

Quantum leadership has also been described as a transformational style of leadership that leads from the future (Porter-O’Grady & Malloch, 2011). Quantum leadership means having the ability to anticipate future trends and then engaging innovative strategies to achieve potential future outcomes. Quantum leaders use skills, knowledge, and integrative abilities to encourage others to reach ever-higher levels of functioning. By doing so, they become inspirational and motivating.

A quantum leader creates nurturing relationships, empowers others, and provides a moral compass while leading from an Ethic of Care. In the traditional meaning of the word, a quantum is the smallest increment of something. Applied to leadership, the quanta might be the very basic elements of interprofessional relationship-building that transform others. Just as the electron is the smallest particle of an atom yet essential for its charge, each small element of leadership creates that same dynamic.

The extension of quantum leadership is defined by Quantum Caring Leadership (Watson et al., 2018). This synthesized concept blends the caring science of nursing with quantum leadership to create a dynamic, universal leadership. This incorporates the intent of relationship-based care, patient-centered care, universal connectedness, mindful leadership, the Ethic of Care, and many of the other caring concepts this course has explored.

The Interprofessional Collaboration Challenge

Transformational leaders in healthcare today must develop interprofessional collaboration skills to successfully accomplish day-to-day operations as well as project management. Creating partnerships with other disciplines is no simple task. Just as we have examined that leaders must establish trust with their teams, so must nursing leaders foster trust with other professionals. Just as nurses are socialized to the nursing family, other professional disciplines are socialized to theirs.

Each has their own professional education, organizations, cultures, standards, licensing process, and occupational language. To ask other professionals to be open to collaborating as professional equals is often incomprehensible for them. Such partnerships are often seen as beneath them. It often takes champions from each camp to help bridge the professional gaps between them.

One helpful guide to initiating interprofessional collaboration as a healthcare leader is the Interprofessional Education Collaborative Expert Panel’s (2016) Practice Competency Domains. (See the Interprofessional Collaboration section in this week’s readings from Broome & Marshall, 2021.) The four domains and their sub-competencies can help align all professionals to contemporary standards to bridge the interprofessional gaps.

Leading Translational Science: Four Translation Science Models

Leading a practice change project requires a transformational leadership style that employs both management structure and leadership strengths. Four translation science models widely used to organize practice change projects include the following:

  • Johns Hopkins Nursing Evidence-Based Practice Model
  • Rogers’s Diffusion of Innovations Theory
  • Canadian Knowledge-to-Action Model
  • Promoting Action to Research Implementation in Health Services (PARHiS) Framework

These four models provide a management structure for knowledge translation and project implementation.

Click on the tabs to see a graphic of each model.

The Johns Hopkins Nursing Evidence-Based Practice Model

Effective Leadership Styles Discussion NR703

Click on the tabs to see a graphic of each model.

The Johns Hopkins Nursing Evidence-Based Practice Model

Rogers’s Diffusion of Innovations Theory

Knowledge-to-Action Model

Promoting Action on Research in Health Services (PARHiS) Framework

Four Models Images Transcript

Tab: The Johns Hopkins Nursing Evidence-Based Practice Model

  • Inquiry
  • Practice Question – Evidence – Translation (encircled in Practice Learning): Leads back to Inquiry or forward to Best Practices
  • Best Practices
  • Practice Improvements (Clinical Learning, Operational): Leads back to Inquiry

©The Johns Hopkins Hospital / Johns Hopkins University School of Nursing

Tab Title: Rogers’s Diffusion of Innovations Theory

  • Knowledge
  • Persuasion
  • Decision
  • Implementation
  • Confirmation

Tab Title: Knowledge-to-Action Model

  • Action Cycle (Application)
    • Identify problem – Identify, review, select knowledge
    • Adapt knowledge to local context
    • Assess barriers to knowledge use
    • Select, tailor, implement interventions
    • Monitor knowledge use
    • Evaluate outcomes
    • Sustain knowledge use
  • Knowledge Creation (inverted pyramid from top to bottom – tailoring knowledge)
    • Knowledge inquiry
    • Synthesis
    • Products/tools

Note: Knowledge-to-action model. Adapted from “Lost in Knowledge Translation: Time for a Map?” by I. D. Graham, J. Logan, M. B. Harrison, S. E. Straus, J. Tetroe, W. Caswell, & N. Robinson, 2006, The Journal of Continuing Education in the Health Professions, 26, 13–24 (https://doi.org/10.1002/chp.47). CC-BY-SA 2.0

Tab Title: Promoting Action on Research in Health Services (PARHiS) Framework

  • Evidence: research, clinical and patient experience, local data
  • Context: culture, leadership, evaluation
  • Facilitation: purpose, role, skills and attributes

What these four models do not explicitly describe is the leadership skills that must be used to implement translation science models to improve outcomes. However, you have many of these skills already stored in your leadership toolbox as we have polished them in the last five weeks.

Reflection

Reflect on your chosen translation science model and the skills in your leadership toolbox. Imagine how you will blend the two into a synthesized leadership approach to implement and sustain a practice change, especially in an interprofessional environment.

Effective Leadership Styles Discussion NR703 Week 6 References

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company. https://doi.org/10.1891/978082613505

Fayol, H. (1949). General and industrial management (C. Storrs, Trans.). Pitman Publishing.

Fox, E. M., & Urwick, L. (1940). Dynamic administration: The collected papers of Mary Parker Follett. Pitman Publishing.

Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness (25th anniversary edition). Paulist Press.

Hersey, P. (1985). The situational leader (4th ed.). Warner Books.

Hersey, P., & Blanchard, K. H. (1977). Management of organizational behavior: Utilizing human resources (3rd ed.). Prentice-Hall.

Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

McGregor, D. (1960). The human side of enterprise. McGraw-Hill Book Company, Inc.

Mintzberg, H. (1973). The nature of managerial work. Harper & Row.

Porter-O’Grady, T., & Malloch, K. (2011). Quantum leadership: Advancing innovation, transforming healthcare (3rd ed.). Jones & Bartlett Publishers.

Taylor, F. W. (2014). The principles of scientific management (1911 edition reprint). Martino Fine Books.

Waters, T., & Waters, D. (Eds.). (2015). Weber’s rationalism and modern society: New translations on politics, bureaucracy, and social stratification (T. Waters & D. Waters, Trans.). Palgrave-Macmillan.

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

Wood, J. C., & Wood, M. C. (2004). George Elton Mayo: Critical evaluations in business and management. Routledge.

PreviousNext

Leave a Comment

Your email address will not be published. Required fields are marked *