A different age for leadership, part 1: new context, new content.
ABSTRACT This is Part 1 of a 2-part article on the new and emerging characteristics and elements of leadership for changing, fast-paced organizations. As we leave the 20th century workplace and are increasingly driven by innovation and technological transformation, new roles are demanded from everyone. Leadership expression now calls for a different emphasis and skill set from those that predominated in the past century. The first article focuses on the context of leadership affecting what leaders do and how they must now behave. Part 2 will center on the activities of leadership and the new learning and skill set development that will increasingly be required of leaders in a fundamentally altered work environment.
SourceAvailable from: Yvonne Botma[Show abstract] [Hide abstract]
ABSTRACT: Aim The aim was to determine whether nursing leaders met the criteria for transformational and/or transactional leadership. Background Many changes have occurred in South Africa and are reflected in the health-care systems. As a result, it has become crucial to source leaders who are able to manage the change process effectively so as to ensure the success and survival of our health-care organizations. Methods The 45-item Multifactor Leadership Questionnaire (Rater) was completed by 41 respondents out of a population of 121. A proportional stratified simple random sampling technique was used to select the raters of seven leaders. Results Most nursing leaders role-modelled the culture of the organisation but did not stimulate their followers intellectually and did not demonstrate innovative motivation or individual consideration. Consequently, their followers may exhibit a lack of commitment to collective goals, with detrimental effects on the health-care organisation as a whole. Conclusions and implications for nursing managers Nursing leaders should be trained to become transformational leaders so as to encourage their followers to become innovative and motivated to render high quality nursing care.Journal of Nursing Management 10/2012; 20(7):921-7. DOI:10.1111/j.1365-2834.2011.01339.x · 1.14 Impact Factor
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ABSTRACT: AimsThe purpose of the study was to explore the lived experience of nurse managers and staff nurses in shared governance. Background Shared governance refers to systems and services aligned in partnership. The information gained by studying the lived experience of nurse managers and staff nurses in shared governance is valuable for providing knowledge of empowerment. MethodsA qualitative design was used. Data were collected through a semi-structured interview using five questions with 11 Registered Nurses. Data were analysed through thematic analysis. ResultsFour themes emerged from data analysis. Nurse managers identified the journey of patient satisfaction; journey of empowerment; journey of self-management and journey of wellness. Staff nurses identified the journey of development and implementation of best practice; journey to provide quality patient care, journey to a new culture of nursing; and journey of a variety of challenges. Conclusions This study supports the idea that collaboration between nurse managers and staff nurses develops a journey toward shared governance. Implications for nursing managementNursing management can use findings to empower nurses to collaborate with nurse managers toward best practice. This adds to current knowledge that partnership of nurse managers and staff nurses, supports and encourages ownership in shared governance.Journal of Nursing Management 02/2013; 22(6). DOI:10.1111/jonm.12032 · 1.14 Impact Factor
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ABSTRACT: Purpose/Aim: The purpose of this research was to examine whether frontline hospital-based acute care nurse leaders who had attended a leadership training program perceived their style of leading as containing behaviors representative of a transformational leadership style. A secondary purpose was to determine the participant’s opinions about the value of a leadership program for their practice. Background: Numerous problems are associated with nursing frontline leadership roles including poor job descriptions, an increase in responsibility without an increase in authority, and – even more serious – a lack of education on how to lead others. Working as a nurse leader requires complex skills and competencies that could affect not only staff, but also patients. Without proper education, training, and mentoring, nurse leaders may struggle in their roles, which can contribute to decreased nurse satisfaction and poor patient outcomes. Education may be an important precursor to effective leadership and currently there remains limited evidence about the direct effect of leadership on patient outcomes, but there is growing evidence that leadership affects the work environment, which has the ability to affect outcomes. Methods: This study used a course evaluation and the Leadership Practices Inventory (LPI) to collect data related to frontline nurse leader’s behavior after completing a leadership training program. A course evaluation was designed and utilized to gather information about the participant’s perception of their leadership competencies, and the LPI measured perceived behaviors after completion of the Arizona Healthcare Leadership Academy (AzHCLA). Utilizing Survey Monkey, participants self-reported their perception on how frequently they used specific leadership practices. Results: A combination of a quantitative and qualitative approach was used to accurately collect and process the perceptions of frontline nurse leaders. Descriptive statistics were valuable in identifying mean score differences in how nurses perceived their individual competencies and behaviors. Participants also had the opportunity to describe any personal gains received by having completed leadership training. The LPI and course evaluation surveys revealed study participants as perceiving positive outcomes related to gaining new skills after completing leadership training. Reported perceptions of competencies and behaviors indicated that educational programs can be beneficial to the improvement of leadership competencies. Qualitative data showed that course participants perceived having gained new leadership skills and behaviors related to leading others. Implications: This research explores the connection between frontline leader’s perception, competency, and practice of leading others. The data from this study has created a baseline of information regarding frontline nurse leader’s perceptions of their competencies and behaviors related to their practice of leading others. Nursing administrators should use this information to better understand how frontline leaders perceive their roles and responsibilities. Educators should utilize the results of this study to assist with identifying possible course objectives for new leadership courses and programs.