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Comparison of parents' leadership styles: perceptions of parents and student leaders.

The Parent Leadership Style instrument was completed by 99 students enrolled in a leadership program and also by 129 of their parents. Data were analyzed and reported according to predominant leadership style (Telling, Selling, Participating, and/or Delegating) and effectiveness of leadership. A comparison was made between the parents' self-perceptions and how their children as student leaders perceived their parents. Some suggestions for parents are made relative to the development of leadership skills in students.

Adolescent↗

The applicability of Bass's model of transformational, transactional, and laissez-faire leadership in the hospital administrative environment.

The purpose of this study is to evaluate empirically in the hospital administrative environment the relationship of leadership behaviors to subordinate manager's perceived outcomes, through examination of B. M. Bass's (1985) model of transformational, transactional, and laissez-faire leadership. The author measured leadership orientation and outcome factors through subordinate managers' ratings of hospital CEOs using a questionnaire, which asked: Is there a relationship between the leadership styles of hospital CEOs and subordinate managers' self-reported willingness to exert extra effort, perception of leader effectiveness and satisfaction with their leader? Findings revealed that the relationship between transformational leadership and the outcome factors were stronger and more positive than were the transactional and laissez-faire styles. These findings are consistent with the hierarchal patterns reported and support the universality of the model.

Data Collection↗

The relationship of nursing deans' leadership behaviors with institutional characteristics.

The purpose of this study was to investigate the relationships between the leadership behaviors of nursing deans and selected organizational variables in baccalaureate and higher degree nursing programs in the United States. The sample consisted of 170 deans who provided data on their self-perceived leadership behaviors as measured by the Leadership Behavior Description Questionnaire and on institutional characteristics of both their nursing programs and parent institutions. Using correlation and analysis of variance, a significant relationship was found between the leadership dimension of Consideration and faculty expertise. Significant relationships were also found between the dimension of Initiating Structure and the nursing program variables of faculty expertise and educational task and the parent institution variables of control, educational task, and size. This study proposes that organizational variables should be included in leadership theory for nursing academic administrators.

Administrative Personnel↗

Leadership behavior and organizational characteristics: implications for faculty satisfaction.

The purpose of this investigation was to examine the relationships among administrative leadership behaviors, organizational characteristics, and faculty job satisfaction in baccalaureate nursing programs of private colleges. A two-part survey technique included 1) the collection of organizational data from the dean/chair of each nursing program, and 2) the rating of leadership behavior of the dean/chair and faculty job satisfaction by nurse faculty. Fifty-three percent of eligible programs and 77% of nurse faculty participated in the study. The findings indicated that the leadership behaviors of consideration and initiating structure were positively related to nurse faculty job satisfaction. The number of nurse faculty and the number of students in the college were identified as variables moderating the relationship between leadership behavior and job satisfaction. The emergence of a unique pattern of high consideration and high initiating structure leadership behaviors provides a basis for reexamining alternatives to promote the overall job satisfaction of nurse faculty.

Administrative Personnel↗

Baccalaureate nursing students' perspectives of their clinical nursing leadership experience.

This qualitative study using Colaizzi's (1978) method of protocol analysis describes baccalaureate nursing students' perspectives of a clinical nursing leadership experience. Students participated in pre- and postexperience focused interviews and completed logs during their experience. Findings revealed that although students felt pre-experience anxiety, they held positive expectations and anticipated acquiring skills for the clinical leadership role. During the process, students experienced emerging clarification of the leadership/management role and became aware of support systems. As a result of the clinical leadership activity, students experienced an emerging sense of confidence, developed a value system prizing professional nursing needed for managing care for a group of patients, and added desirable leadership qualities to their repertoire of skills. Gaining entrance into the nursing care delivery system and being actively involved in leadership activities were necessary for acquisition of skills.

Anxiety↗

Variables that contribute to leadership among female occupational therapists.

This study determined which variables differentiated occupational therapy leaders from nonleaders and identified factors that contributed to leadership. The subjects were 405 occupational therapists 36 to 74 years old. Some (79) were leaders in the field, and others (326) were randomly selected members of The American Occupational Therapy Association who did not occupy leadership roles. Eighty-nine percent of the questionnaires were returned. Few demographic differences separated the two groups; however, the findings showed that a substantial portion of the leaders shared experiences in childhood, adolescence, and early adulthood that the nonleaders did not share. Leaders viewed themselves as leaders, desired leadership, and saw leadership as an appropriate activity for women. Their view of the female role was less traditional than that of nonleaders. They married much less frequently; those who did marry had fewer children. Most married leaders' husbands highly supported their wives' leadership activities.

Adult↗

Leadership qualities of occupational therapy department program directors and the organizational health of their departments.

OBJECTIVE: This study investigated the leadership of occupational therapy program directors, the organizational health of their departments, and the relationships between them. METHOD: The Organizational Health Assessment was used to determine how 65 directors of accredited occupational therapy programs and 185 members of occupational therapy faculties perceived their departments' organizational health. Additionally, faculty members were surveyed for their perceptions of their program directors' leadership via the Leader Behavior Questionnaire. RESULTS: Both director and faculty respondents rated their departments high in organizational health. Faculty respondents rated the overall leadership of directors as average. The overall relationship between leadership and organizational health was strong (r = .97). CONCLUSION: Both leadership and organizational health are evident in academic occupational therapy programs. Their relationship suggests that the programs have the components that are needed for the achievement of organizational goals, which, in turn, should positively affect occupation therapy education.

Administrative Personnel↗

Authenticity in occupational therapy leadership: a case study of a servant leader.

OBJECTIVE: The purpose of this qualitative study was to examine the leadership of occupational therapy educator Sr. Genevieve Cummings at the College of St. Catherine in St. Paul, Minnesota, from 1960 to 1994. METHOD: In-depth interviews were conducted with faculty, staff, administrators, and friends who knew her work intimately. Themes regarding her leadership were synthesized from the interview data and compared with trends in the leadership literature. RESULTS: The predominant themes representing the major elements of her success as a leader were enabling others, focusing on the greater good, collaborative visioning, and leadership through caring and service. The findings indicate that Sr. Genevieve led in uniquely authentic manner by serving the needs of students, faculty members, and the profession. CONCLUSION: Sr. Genevieve was an effective, authentic, and accomplished leader throughout her career. Her contributions had a significant impact on the field of occupational therapy and occupational therapy education. The legacy of her leadership serves as a model for others in occupational therapy who must balance multiple challenges, pressures, or roles and be able to work effectively with others.

History, 20th Century↗

The need for leadership.

This paper examined a number of leadership theories and established that Transformational Leadership is often cited as an appropriate leadership model for nursing. Evidence was put forward to suggest that Australian nurses possess many of the attributes considered as consistent with transformational leaders. However, in the future nurses may require leadership skills, such as technical and collaborative skills, beyond what they have at present since it is not know if the future leadership needs of nursing will be met with the transformational model. Suggestions are provided for the development and encouragement of future leaders. Those discussed are the learning organisation and professional practice models.

Australia↗

A commitment to values. A system integrates core values with leadership development.

The Values in Leadership program, a new leadership development program created by the Sisters of Charity Health Care Systems (SCHCS), is designed to empower effective leaders to live out personal values compatible with those of the organization. The program, designed for middle and senior managers, comprises seven educational modules- Living Our Values; Valuing Individual Differences; Leader as Servant; Leader as Visionary; Leader as Catalyst; Leader as Mentor; Formative Leadership; and Leader as Mentor; Motivational Coaching. Throughout the sessions, participants discuss the four roles of an effective leader-servant, visionary, catalyst, and mentor-which are grounded in SCHCS core values. Participants are also challenged to identify specific actions that can be integrated into their leadership styles. These actions, drawn from SCHCS leadership practices and core values, are reinforced when participants return to their jobs and write plans to incorporate these practices into their daily work.

Catholicism↗

Leadership development plan. A CQI approach to management performance appraisals.

In 1993 managers at St. Mary's Hospital Medical Center established the attributes necessary to be a successful leader in St. Mary's continuous quality improvement culture. These leadership attributes formed the basis of a new performance appraisal system for managers. The medical center adopted its new performance appraisal system at the beginning of fiscal year 1994-1995. The objective of the plan is to develop St. Mary's managers' leadership skills. St. Mary's Leadership Development Plan is an ongoing cycle, with three phases. First, managers and administrative representatives jointly agree on objectives to discuss throughout the fiscal year. The objectives reflect the hospital planning and financial goals and objectives, department goals and objectives, and leadership growth opportunities. Each manager is then responsible for gathering feedback from subordinates on how well he or she is meeting the set objectives. Finally, each manager and administrative representative highlight accomplishments achieved during the fiscal year. St. Mary's decided to discontinue pay-for-performance salary increases beginning with the 1994-1995 fiscal year, coinciding with the initiation of the Leadership Development Plan. Manager's compensation is now a flat percentage increase granted to all managers.

Catholicism↗

Relationship between conditional early acceptance into medical school and medical school leadership and academic performance: the Conley Scholar experience at the University of Missouri-Columbia.

UNLABELLED: The Conley Scholars Program at the University of Missouri-Columbia was created in 1987 to guarantee top flight students entrance to medical school without the frantic competition well known in undergraduate pre-med programs. The program provides greater freedom as undergraduates than most combined baccalaureate-MD programs. It is not known how this freedom and avoidance of the "pre-med syndrome" affects medical school performance and relative leadership qualities compared to traditional medical students. The goals of this study are to: a) compare relative composition and performance of Conley medical students to traditional medical students; b) assess the role of Conleys in leadership positions within medical school organizations. METHODS: Using the medical school computer data files and AMCAS application files, composition, academic, and leadership data were collected regarding all medical school classes containing Conleys. Statistical analysis was performed on all data. RESULTS: The results suggest that: a) Conley Scholars averaged significantly higher undergraduate GPAs than other medical students; b) Conley Scholars averaged higher GPAs throughout medical school; c) Conley Scholars are more likely to hold medical school leadership roles than traditional medical students. CONCLUSIONS: The results confirm the value of the Conley Scholar Program. Benefits extend beyond academic achievement to encompass the development of leadership skills recognized by faculty and peers.

Chi-Square Distribution↗

Does being a chief resident predict leadership in pediatric careers?

OBJECTIVE: Many organizations make efforts to identify future pediatric leaders, often focusing on chief residents (CRs). Identifying future leaders is an issue of great importance not only to the ultimate success of the organization but also to the profession. Because little is known regarding whether completing a CR predicts future leadership in medicine, we sought to determine if former pediatric CRs when compared with pediatric residents who were not CRs reported more often that they were leaders in their profession. DESIGN/METHODS: Twenty-four pediatric training programs stratified by resident size (<18, 18-36, and >36) and geography (East, South, Midwest, and West) were selected randomly from the Graduate Medical Education Directory (American Medical Association, Chicago, IL). Program directors were contacted by mail and telephone and asked to provide their housestaff rosters from 1965-1985. The resulting resident sample was surveyed by questionnaire in 1995. RESULTS: Fifteen of 17 program directors (88%) who possessed the requested data provided 1965-1985 rosters yielding a sample of 963 residents. Fifty-five percent of the resident sample (533) responded. Fifty-eight of the respondents had not completed a pediatric residency, leaving a survey sample of 475. Thirty-four percent (163) were CRs. The sample had a mean age of 47, 67% were male and 87% married. Fellowships were completed by 51%. More former CRs compared with non-CRs (75% vs 64%), more former fellows than non-fellows (75% vs 60%) and more males than females (74% vs 55%) reported they were professional leaders. These associations persisted in a logistic regression that controlled for CR status, gender, marital status, and fellowship status as leadership predictors. Former CRs, former fellows, and men were, respectively, 1.8, 2.3, and 2.3 times more likely to report professional leadership. CONCLUSIONS: Pediatric residents who were former CRs and/or fellows, and males were more likely to report professional leadership. Although men were more likely to report professional leadership, with more women entering pediatrics the reported gender differences will likely disappear over time.

Adult↗

Influence of stress and nursing leadership on job satisfaction of pediatric intensive care unit nurses.

BACKGROUND: High levels of stress and the challenges of meeting the complex needs of critically ill children and their families can threaten job satisfaction and cause turnover in nurses. OBJECTIVE: To explore the influences of nurses' attributes, unit characteristics, and elements of the work environment on the job satisfaction of nurses in pediatric critical care units and to determine stressors that are unique to nurses working in pediatric critical care. METHOD: A cross-sectional survey design was used. The sample consisted of 1973 staff nurses in pediatric critical care units in 65 institutions in the United States and Canada. The following variables were measured: nurses' perceptions of group cohesion, job stress, nurse-physician collaboration, nursing leadership, professional job satisfaction, and organizational work satisfaction. RESULTS: Significant associations (r = -0.37 to r = -0.56) were found between job stress and group cohesion, professional job satisfaction, nurse-physician collaboration, nursing leadership behaviors, and organizational work satisfaction. Organizational work satisfaction was positively correlated (r = 0.35 to r = 0.56) with group cohesion, professional job satisfaction, nurse-physician collaboration, and nursing leadership behaviors. Job stress, group cohesion, job satisfaction, nurse-physician collaboration, and nursing leadership behaviors explained 52% of the variance in organizational work satisfaction. Dealing with patients' families was the most frequently cited job stressor. CONCLUSIONS: Job stress and nursing leadership are the most influential variables in the explanation of job satisfaction. Retention efforts targeted toward management strategies that empower staff to provide quality care along with focal interventions related to the diminishment of stress caused by nurse-family interactions are warranted.

Adult↗

SNAP-shots: scenes from nursing action plans--the cultivation of leadership in oncology nursing.

PURPOSE/OBJECTIVES: To describe the experiences of oncology nurses who participated in a national workshop to prepare nurses to lead the transformation of cancer care and to illustrate the range of possibilities available to nurses motivated to affect positive change. DATA SOURCES: Literature on leadership and negotiation are referenced and related to the personal experiences and the observations of participants in the workshop. DATA SYNTHESIS: Leadership is presented in historical context. A case study approach was used to organize the personal accounts of participants' plans to affect positive organizational change in oncology care settings. Scenes from action plans illustrate how the workshop's core curriculum, which focuses on leadership models, processes, and skills, was realized in practice. CONCLUSIONS: Leadership is a dynamic process that shapes and is shaped by all stakeholders during the process of planned change. Education, risk taking, and active participation are vital components of the process of leadership development. IMPLICATIONS FOR NURSING PRACTICE: The contributions of nurses may be simple of complex and affect single individuals, groups, or institutions. In all cases, oncology nursing practice and cancer care may be enhanced.

Breast Neoplasms↗

Management and leadership--is your laboratory on automatic pilot?

Many management professionals have attempted to define the relationship between leadership and management. Some believe that leadership and management are interrelated characteristics, with one perhaps an extension of the other; others maintain that they are different qualities altogether. Few would argue with the notion, though, that leadership is a great quality for managers to have. This article explores management and leadership, and looks at some ways to enhance and encourage leadership in your laboratory.

Humans↗

Thinking about ... leadership. Warts and all.

Does using Tyco's funds to purchase a $6,000 shower curtain and a $15,000 dog-shaped umbrella stand make Dennis Kozlowski a bad leader? Is Martha Stewart's career any less instructive because she may have sold some shares on the basis of a tip-off? Is leadership synonymous with moral leadership? Before 1970, the answer from most leadership theorists would certainly have been no. Look at Hitler, Stalin, Pol Pot, Mao Tsetung--great leaders all, but hardly good men. In fact, capricious, murderous, high-handed, corrupt, and evil leaders are effective and commonplace. Machiavelli celebrated them; the U.S. constitution built in safeguards against them. Everywhere, power goes hand in hand with corruption--everywhere, that is, except in the literature of business leadership. To read Tom Peters, Jay Conger, John Kotter, and most of their colleagues, leaders are, as Warren Bennis puts it, individuals who create shared meaning, have a distinctive voice, have the capacity to adapt, and have integrity. According to today's business literature, to be a leader is, by definition, to be benevolent. But leadership is not a moral concept, and it is high time we acknowledge that fact. We have as much to learn from those we would regard as bad examples as we do from the far fewer good examples we're presented with these days. Leaders are like the rest of us: trustworthy and deceitful, cowardly and brave, greedy and generous. To assume that all good leaders are good people is to be willfully blind to the reality of the human condition, and it severely limits our ability to become better leaders. Worse, it may cause senior executives to think that, because they are leaders, they are never deceitful, cowardly, or greedy. That way lies disaster.

Administrative Personnel↗

Approaches to leadership development used by deans of allied health.

Deans and directors of allied health units in member institutions of the Association of Schools of Allied Health Professions (ASAHP) were surveyed to determine their approaches to leadership development. Of 99 deans and directors surveyed, 75 (76%) responded. All respondents had held at least one academic administrative position before their current position; assistant or associate dean were the most common positions. The respondents' leadership development included participation in service to the ASAHP or another health or allied health association. More female respondents (67%) than male respondents (47%) reported being mentored. Most frequently listed programs, workshops, and activities for leadership development were Harvard University's Management Development Program, regional allied health deans groups, and institutional leadership programs. Of respondents, 60% viewed professional experience as being more beneficial in leadership development than formal programs, workshops, and activities. The most important skills directly developed from such activities were strategic planning and forecasting, having a vision, and team or collaboration building.

Allied Health Occupations↗