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Leadership behavior and subordinate well-being.

The authors used a longitudinal design to investigate the relation between leadership behavior and the well-being of subordinates. Well-being is conceptualized as people's feelings about themselves and the settings in which they live and work. Staff members (N = 562) of 2 Community Trusts participated 4 times in a 14-month period. Five models were formulated to answer 2 questions: What is the most likely direction of the relation between leadership and well-being, and what is the time frame of this relation? The model with the best fit suggested that leadership behavior and subordinate responses are linked in a feedback loop. Leadership behavior at Time 1 influenced leadership behavior at Time 4. Subordinate well-being at Time 2 synchronously influenced leadership behavior at Time 2. Leadership behavior at Time 4 synchronously influenced subordinate well-being at Time 4.

Adult↗

A nursing theory for nursing leadership.

For many years nursing practice has found its foundations in nursing theory. A review of theorists such as D. E. Orem, C. Roy, B. Neumen, V. Henderson, M. E. Rogers and others reveals a focus on the management of patient care, not leadership. This has provided most nurses with a solid foundation in 'management', but little in terms of 'leadership.' In more recent years, theories such as the Deming Management Method, Managers as Developer Model, Shared Governance and Transactional Leadership have been introduced, none of which are nursing theories. This article discusses the conceptualized differences between management and leadership theory arguing that there is a difference between 'leadership and management'. A leadership theory is proposed utilizing Ida J. Orlando's model for nursing. This theory provides a nursing foundation for nursing leaders to utilize both in the management of patient care and in leadership.

Humans↗

A beleaguered profession yearning for Lincolns: the need for visionary leadership in the health care profession.

In the current milieu of monumental change in medicine and the health sciences, effective leadership is needed from within the health care profession to address various challenges. A leader needs to be visionary, and must possess the ability to share this vision with others through effective communication. The leader should be fair, trustworthy, sincere, truthful, honest, courageous, and compassionate. He or she should be strong and resolute and be able to lead through persuasion rather than coercion. The leader should possess the attributes and skills to mold organizational change in the desired direction and to deal with reactions of individuals going through the change process. The democratic style of leadership appears to be the most effective, although the autocratic style may be needed occasionally to accomplish a specific task. The noncentered, laissez-faire style of leadership is generally not effective and results in significant frustration among subordinates. The most desirable type of power a leader can exercise over subordinates results from deep trust and effective communication, which make people follow the leader willingly. The health care profession needs to solicit the help of experienced members who have shown leadership to help guide various activities and to serve as mentors for the less experienced individuals. Special courses should be designed and implemented to develop specific leadership skills, which are applicable to various health care disciplines. Practical teaching models, including individuals from various disciplines working together in teams, with opportunities for leadership, should be implemented. Also, an appropriate culture that recognizes and rewards effective leadership in academe needs to be established within academic institutions.

Humans↗

The ethics of leadership in pharmacy.

The pharmacy profession's responsibility to provide ethical leadership to its members is explained, and areas where pharmacy should take a leadership role are described. Changes taking place in health care offer many opportunities for pharmacy in its transformation into a fully clinical discipline. The profession needs to address the ethical issues that will affect it as part of this revolution. The role pharmacy is taking to eliminate medication misadventuring will be a test case for the profession's ability to exert the leadership it must, as part of its new definition of itself. Pharmacy needs to define the structure, process, and outcomes necessary to improve its own practice to avoid drug misadventuring, with a clear set of practice and ethical standards, and engage medicine and nursing to adopt similar standards. Pharmacy should also take a leadership role in health care reform, working with other clinicians to ensure that the changes provide better outcomes for patients. Health care professionals are bound together by a common moral purpose: to act in the patient's best interest. Thus, each health profession is a moral community, which must determine and promote ethical behavior among its members. Pharmacy must practice ethical leadership: it must define and prove its contribution to patient outcomes, further develop legal and ethical standards, and examine its responsibilities for vulnerable patient groups such as children. It must work to overcome the traditional dominance of medicine; pharmacy, nursing, and medicine must come together in service of the patient and develop a cross-professional conception of ethics. Pharmacy also must participate in the broader debate about health care. Pharmacy has begun to take a leadership role among the health professions through its efforts to eliminate medication misadventuring. Additional leadership challenges for the profession are suggested.

Delivery of Health Care↗

Leadership values in academic medicine.

PURPOSE: To gain a deeper understanding of the guiding core values that deans of academic medical centers (AMCs) considered most essential for their leadership and the major leadership challenges that confront them. METHOD: In 2003-04, semistructured interviews of 18 deans at U.S. colleges of medicine or AMCs were organized around four dimensions: background, leadership challenges, organizational effectiveness, and systems enablers/restrainers for leadership. A values Q-sort was used to determine how widely core values were shared among deans and how the complex challenges they faced did or did not align with these values. RESULTS: Fourteen of the 18 (78%) deans identified financial difficulties as their most pressing leadership challenge, followed by weak institutional alignment (61%), staffing problems (33%), and poor morale (28%). Open, candid communication was reported as the most effective means of addressing these complex problems. Enacting espoused shared values and having a positive attitude were identified as the most important enablers of systemic leadership, whereas micromanagement and difficult people were the major restraints. Q-sort results on 38 positive leadership values indicated that participants considered integrity most essential. Integrity was positively correlated with humanistic values and negatively correlated with results. Vision, another highly espoused value, correlated strongly with performance-oriented values but correlated negatively with humanistic values. CONCLUSIONS: A dynamic tension exists in AMCs between humanistic values and performance-based core values. The ability to manage that tension (i.e., when to prioritize one set of values over the other) is inherent in a dean's work.

Academic Medical Centers↗

Leadership development of Hispanic nurses.

The underrepresentation of racial and ethnic minority nurses and other health professions has been linked to the continued disparities in health outcomes for these populations (Institute of Medicine. Unequal Treatment. Confronting Racial and Ethnic Disparities in Health Care. Washington, DC: The National Academies Press; 2002). Strategies to reduce health disparities, such as increasing the cultural competence of majority nurses, often depend on leaders of the same racial and ethnic groups to provide leadership in research, education, practice, and communities. However, little is known about the leadership pathways of racial and ethnic minority nurses. In this descriptive study, 22 Hispanic nurse leaders completed an open-ended survey related to their definitions of leadership, and challenges and opportunities in their leadership development. Although there are similarities in many aspects of leadership development, the lack of Hispanics in the workplace, the ability and responsibilities related to being bilingual and bicultural, and perceived discrimination in the work setting are additional challenges identified by Hispanic nurses. The importance of role models and mentors in facilitating leadership development is a dominant theme. Results of this study provide direction not only for the development of leadership for Hispanic nurses but also for other racial and ethnic minority nurses.

Adult↗

Leadership styles in nursing management: preferred and perceived.

AIM: The aim was to explore nursing leadership regarding what nurse managers and subordinates see as important and to explore subordinates' opinions of their nurse manager's performance in reality. Background The manager's style can be fundamental for subordinates' acceptance of change and in motivating them to achieve stated visions and goals and high quality of care. METHODS: Nurse managers (n=77) and 10 of each included nurse manager's subordinates received a questionnaire to assess 'preferred' leadership behaviour in three dimensions: change, production and employee/relation orientations. The same questionnaire was used to assess subordinates' opinions of their manager's leadership behaviour. RESULTS: There are statistically significant differences in opinions of preferred leadership between managers and subordinates, especially related to production and relation orientation. The subordinates' perception of real leadership behaviour has lower mean values than their preferred leadership behaviour in all three dimensions. CONCLUSIONS: Subordinates prefer managers with more clearly expressed leadership behaviour than managers themselves prefer and demonstrate.

Adult↗

Leadership for psychiatrists.

OBJECTIVE: This article introduces the prospective leader to a set of questions and relevant leadership literature that aid in the process of deciding whether to accept a leadership position. METHOD: The author conducted a review of literature and discussion with leaders in psychiatry and other medical disciplines. RESULTS: The questions posed and leadership literature discussed provide a useful set of guidelines for potential leaders in deciding whether to accept or continue in a leadership position. CONCLUSIONS: Having access to mentoring, a clear description of "expected results," personal appreciation of leadership style, a description of available resources, a leadership vision in line with the institutional vision, and an appreciation of the necessary time commitments are fundamental in deciding whether to accept a leadership position.

Academic Medical Centers↗

Paradigms of Canadian nurse managers: lenses for viewing leadership and management.

To an extent unprecedented in history, healthcare is a complex and human enterprise. Generating the complexity are stakeholders with more diverse perspectives, needs, and agendas, and greater knowledge and vested interest than ever before. Given their pivotal position between the direct-care environment and external stakeholders, nurse managers can no longer rely on the hierarchy, authority, and linear thinking afforded by traditional management; in order to accomplish they must lead people by working through them. Ironically, when needed most, there is a lack of consensus in the literature about what leadership is. In this paper I describe the paradigms for leadership and management held by six Canadian nurse managers who participated in a phenomenological study of leadership. Thinking leaders worked through people to enhance their growth, potential, and accomplishment, participants did so by creating and sustaining inclusive environments, influencing people, and acting in a manner that reflected and supported integrity. Participants thought managers did not focus on people; instead, they carried out routine, procedure-driven tasks to run departmental business. Included in this paper are suggestions about how participants' paradigms might benefit the nursing profession, consumers of care, and healthcare organizations. Although organizations are markedly interested in the development of managers and leaders as decision makers behind accomplishment (Beyers, 1991), managed or pushed organizations will fall behind those that are "led and stretched" (Batten, 1989, p. 3). According to Bennis and Nanus (1985), whereas managers are concerned about efficiency as it relates to set routines, leaders try to be effective by doing what is right. These authors also posited that although management alone may have sufficed in our more predictable past, today's intricate world is not well served by management's linear thinking; its lack of attention to people's diversity; and its dangerous assumptions that problems, goals, alternatives, and consequences are always clear, known, and/or certain, and that necessary information is always on hand and reliable. Perhaps to an extent unprecedented in history healthcare is a human enterprise. Within its dynamic context myriad stakeholders with increasingly diverse perspectives, needs, and agendas, and growing levels of knowledge and vested interest, are involved in unpredictable and uniquely complex situations with uncertain outcomes. These factors orchestrate the intangible mist that healthcare organizations must contend with today. These factors also render traditional how-to manuals obsolete and suggest, instead, that contemporary decision makers in healthcare must be leaders who are comfortable with ambiguity, deftly sensitive and responsive to complexity, and continually looking for ways to work with people to enhance organizational success. Ironically, when we need it most, leadership retains its enigmatic and complex nature (Beyers, 1991); perhaps that is why management is the prevalent practice in organizations (Bennis & Nanus, 1985). Results of one project identified insufficient nursing leadership as a major cause of dissatisfaction among registered nurses (Registered Nurses Association of British Columbia (RNABC), 1989). Hence, our need to grapple with the elusive nature of leadership. In this paper I share the paradigms for leadership and management held by six Canadian nurse managers, and suggest how their paradigms might benefit the nursing profession, and healthcare consumers and organizations.

Canada↗

Predictors of leadership styles of medical students: implications for medical education.

Providing effective health care services for a population involves a great deal of team-work among health care workers and leadership of physicians. The primary purpose of this study was to assess the leadership styles of medical students, and to explore factors that may be associated with them. Leadership questionnaires were used to assess leadership styles of 97 sixth-year medical students of the 1995 class at Chulalongkorn University attending the community medicine III program which was designed to introduce basic knowledge and skills in health care management. The baseline leadership styles of the students were more people-oriented than task-oriented. Multivariate analyses revealed that administrative experiences from extracurricular activities and perceived importance of a health administration course were significantly associated with leadership styles. Medical students should be encouraged to participate in extracurricular activities during their medical studies, taking leader positions, in order to develop an optimal leadership style to be effective health team leaders.

Education, Medical, Undergraduate↗

Undergraduate medical education for the 21st century: leadership and teamwork.

BACKGROUND: The health care delivery system is experiencing enormous flux. The knowledge and skills sets required of today's physicians include expertise in competency areas that have not been included in the traditional medical curricula. The Undergraduate Medical Education for the 21st Century (UME-21) project was designed to develop innovative curricula that addressed the training necessary for medical students to gain skills required to provide high-quality, accessible, and affordable care in the modern health care environment. One of the nine UME-21 content areas, leadership and teamwork, has historically received relatively little attention in medical education. METHODS: Each school participating in the UME-21 project submitted a final report that provided information for this descriptive summary of curricular innovations for teaching the concepts of leadership and teamwork to medical students. A classification lexicon for the curricular content and experiences in this content area was derived from these UME-21 project reports. Each school evaluated its curricular innovations independently using a variety of methods, largely descriptive and qualitative in nature. RESULTS: Eight UME-21 schools developed curricula addressing the content area of leadership and teamwork. The majority of these curricula used the clinical care teams in the clinical rotations to demonstrate the principles and importance of leadership and teamwork. Three of the schools implemented didactic sessions and workshops to explicitly address leadership and teamwork. One school used the gross anatomy dissection teams as the "laboratory" for demonstrating this content material. The evaluations of these curricular efforts showed them to be positively regarded by the medical students. Outcomes of measurable changes in competency in this area of expertise were not evaluated. CONCLUSIONS: There is little past experience in teaching leadership and teamwork in medical school. The UME-21 project supported the design and implementation of several curricular innovations in this content area, which were well received by learners. These eight leadership and teamwork curricula are described, a lexicon outlining the specific content that was addressed in this content area is presented, and lessons learned are included in this report. Further efforts to demonstrate the mastery of new skills in this important content area, based on curricula such as these, are needed.

Clinical Clerkship↗

Moving mountains together: strategic community leadership and systems change.

Traditional leadership practice frameworks to guide systems change often fall short in today's practice environment. Reclaiming Futures is a national initiative to create an integrated, comprehensive, seamless system of care for teens with substance abuse problems involved in juvenile justice. It uses leadership and systems reform strategies to improve public health institutions. The premise is that interruption of the destructive cycle of drugs and delinquency can only be attained through the cultivation of shared strategic leadership. This article presents the limitations of traditional practice frameworks of leadership, describes the theory of this new approach to leadership development, and clarifies collaborative leadership and system change. The article includes an example of the framework in action, a discussion of lessons learned, and recommendations for community leadership development initiatives.

Adolescent↗

Leadership development for rural health.

Leadership is the capacity to help transform a vision of the future into reality. Individuals who can and will exercise leadership are like a river's current--a part past where we now stand, a part yet to come. We have an ongoing need to remember and to look toward the next "generation." A key responsibility of those here now, is to mentor and to create structures for mentoring, in order to maximize the flow and effectiveness of tomorrow's leaders. When recruiting organizational leaders, the recruitment and interview process must seek individuals who in addition to technical competence, also have demonstrated leadership in their prior work and activities. To exercise effective leadership, we must work to know who we are, how we relate to others, and the environment around us. "Servant leadership" is a perspective held by many throughout the rural health community and offers a key set attributes of leadership useful to rural health. To implement the Institute of Medicine's recommendations in Through Collaboration: the Future of Rural Health, we must develop leaders skilled in collaboration, both internal to their organization and across organizations. The National Advisory Committee on Rural Health and Human Services had it right when they said to the Secretary and to the rest of us, "the best way to honor Jim is to consciously work to help develop the next generation of rural health leaders." There are, of course, a multitude of leadership institutes, programs, and courses throughout America; this is not a call for yet another separate entity. But it is a call to each of us in rural health to assure that we are deliberate in how we identify "emerging leaders from and for rural communities and provide them with the training and resources to play a lead role in ensuring access to quality healthcare in their states and communities." Let's get started.

Community Health Planning↗

Head nurse leadership style with staff nurse burnout and job satisfaction in neonatal intensive care units.

Leadership style has been defined as a two-factor construct composed of "consideration" and "initiating structure." Research has suggested that these factors affect the behavior and attitude of subordinates. This study's purpose was to quantify the relationships of head nurse leadership style with self-reported staff nurse burnout and job satisfaction in Neonatal Intensive Care Units (NICUs). Three instruments--the Minnesota Satisfaction Questionnaire, the Tedium Scale, and the Leadership Opinion Questionnaire--were voluntarily completed by 283 registered nurses employed by 14 level-III NICUs in the United States. The leadership dimensions of consideration and structure were distinct (r = -.10). Staff nurse satisfaction and burnout were related (r = -.41). Head nurse consideration was clearly related to staff nurse satisfaction (r = -.55) and to a lesser extent to burnout (r = -.29). Initiating structure alone was not related to satisfaction or burnout. Aggregate perceptions of head nurse leadership were ranked across NICUs in order to classify the head nurses on consideration and structure. The 14 head nurses were separated into four groups: high consideration-high structure, high consideration-low structure, low consideration-high structure, and low consideration-low structure. Satisfaction and burnout of staff nurses in each of the leadership-style groups were then compared. Analysis of variance for satisfaction (F(3,279) = 3.10, p = .03) and burnout (F(3,279) = 3.90, p = .01) were both significant. For both satisfaction and burnout, the head nurse leadership classification of low consideration-high structure was most deviant.(ABSTRACT TRUNCATED AT 250 WORDS)

Analysis of Variance↗

Personal reflections on early learning in shared leadership.

Shared leadership involves a process as well as a structure. Two key principles apply to all forms of shared leadership: a commitment to true partnership and a decision-making structure that allows for balance of power. In this article, the author shares her personal experience of facilitating a shared leadership model for staff on a unit level and also an executive model of shared leadership. The executive model was implemented during a transition after a traditional nursing leadership position was vacated. Lessons learned in facilitating a staff shared leadership model and participating in an executive model are discussed and contrasted. Relationships, dialogue, partnership, and an understanding of boundaries are essential elements for successful implementation of shared leadership at any level.

Decision Making, Organizational↗

Results of two national surveys of leadership personnel needs in deaf education.

Seventy university teacher preparation programs and 100 instructional programs serving at least 120 deaf and hard of hearing students were surveyed separately to (a) determine the demand for additional doctoral-level leadership personnel in deaf education, (b) obtain guidance for university leadership preparation programs in deaf education for the purpose of recruiting leadership personnel, and (c) identify experiences that would be relevant to the positions for which prospective leadership personnel are preparing. Data representing 54% of teacher preparation programs and 65% of instructional programs serving deaf and hard of hearing students in the United States evince the need for additional doctoral-level personnel for faculty positions in university teacher preparation programs in deaf education, as well as the need for leadership positions in instructional programs serving deaf and hard of hearing children. Data also provide direction for leadership preparation programs in addressing the leadership personnel needs of the field.

Administrative Personnel↗

Physician leadership: influence on practice-based learning and improvement.

In response to the technology and information explosion, practice-based learning and improvement is emerging within the medical field to deliver systematic practice-linked improvements. However, its emergence has been inhibited by the slow acceptance of evidence-based medicine among physicians, who are reluctant to embrace proven high-performance leadership principles long established in other high-risk fields. This reluctance may be attributable to traditional medical training, which encourages controlling leadership styles that magnify the resistance common to all change efforts. To overcome this resistance, physicians must develop the same leadership skills that have proven to be critical to success in other service and high-performance industries. Skills such as self-awareness, shared authority, conflict resolution, and nonpunitive critique can emerge in practice only if they are taught. A dramatic shift away from control and blame has become a requirement for achieving success in other industries based on complex group process. This approach is so mainstream that the burden of proof that cooperative leadership is not a requirement for medical improvement falls to those institutions perpetuating the outmoded paradigm of the past. Cooperative leadership skills that have proven central to implementing change in the information era are suggested as a core cultural support for practice-based learning and improvement. Complex adaptive systems theory, long used as a way to understand evolutionary biology, and more recently computer science and economics, predicts that behavior emerging among some groups of providers will be selected for duplication by the competitive environment. A curriculum framework needed to teach leadership skills to expand the influence of practice-based learning and improvement is offered as a guide to accelerate change.

Delivery of Health Care↗

Building our future: a plea for leadership.

In recent years the spastic nature of the health care marketplace has continued to increase, which has greatly escalated the demands of leadership in academic medical centers. The expectations of leaders, including surgery chairs, have increased considerably, whereas their capacity for independent action has undeniably diminished. In such a predicament, it is useful to revisit fundamentals, using them as a guide to build a sound future. Five leadership principles are critical to building a better future: (1) recognizing that the work of leadership involves an inward journey of self-discovery and self-development; (2) establishing clarity around a set of core values that guide the organization as it pursues its goals; (3) communicating a clear sense of purpose and vision that inspires widespread commitment to a shared sense of destiny; (4) building a culture of excellence and accountability throughout the entire organization; and (5) creating a culture that emphasizes the development of leaders and leadership as an organizational capacity. Leadership and learning are inextricably linked. We must change the perception that learning in academic surgery is about correcting a deficit rather than a natural part of human growth and development. Our ability to learn, grow, and contribute to an organization is what provides each of us with meaning and identity. This feeling of being part of something special that is larger than ourselves is a powerful force and an important dividend of great leadership.

Academic Medical Centers↗