ARELLANO UNIVERSITY

JOSE ABAD SANTOS CAMPUS

PASAY CITY

COLLEGE OF NURSING
NCM 107

ACTIVITY # 1
NAME: OCAMPO, KHIE-AN F.
YR LEVEL: 4TH YEAR
MY EMAIL: ([email protected])

1) Differentiate Leadership from Management.

 The privilege to have the responsibility to direct the actions of the others at varying levels of
authority and with accountability to both successful and failed endeavors (Roberts, 1989)
 The process of influencing the activities of an organized group in its effort to ward goal setting
and goal achievement (Stogdill, 1974)
 A process by which one inspires others to work together for the achievement of a common
mission and goal a social transaction (Merton, 1969)
 A vital ingredient which transforms a mere crowd into a functional and useful organization. It
can be taught and that is transferable skill (Adair, 1983)

2) Compare Power and Authority.

 Power – The ability to efficiently and effectively exercise authority and control through
personal, organizational and social strength. It is the ability to impose the will and one person
or group to bring about certain behaviors in other group or persons. According to French and
Raven (1959), sources of power can be: Legitimate, reward, coercive, expert, information
and referent.
 Authority – Represent the right to expect or secure compliance and is backed by legitimacy.
Forms of authority could be either be : line authority, staff authority, and team authority.

3) Discuss the different leadership and Management theories how they apply to Nursing and Health
Care Organization.

 The Great Man Theory/Trait Theories (1900 to 1940) The Great Man theory and trait
theories were the basis for most leadership research until the mid-1940s. The Great Man
theory, from Aristotelian philosophy, asserts that some people are born to lead, whereas
others are born to be led. It also suggests that great leaders will arise when the situation
demands it. 74 Trait theories assume that some people have certain characteristics or
personality traits that make them better leaders than others. To determine the traits that
distinguish great leaders, researchers studied the lives of prominent people throughout
history. The effect of followers and the impact of the situation were ignored. Although trait
theories have obvious shortcomings (e.g., they neglect the impact of others or the situation
on the leadership role), they are worth examining. Many of the characteristics identified in
trait theories are still used to describe successful leaders today. Contemporary opponents of
these theories argue, however, that leadership skills can be developed, not just inherited.
 Behavioral Theories (1940 to 1980) During the human relations era, many behavioral and
social scientists studying management also studied leadership. For example, McGregor’s
(1960) theories had as much influence on leadership research as they did on management
science. As leadership theory developed, researchers moved away from studying what traits
the leader had and placed emphasis on what he or she did—the leader’s style of leadership. A
major breakthrough occurred when Lewin (1951) and White and Lippitt (1960) isolated
common leadership styles. Later, these styles came to be called authoritarian, democratic,
and laissez-faire.
 Situational and Contingency Leadership Theories (1950 to 1980) The idea that leadership
style should vary according to the situation or the individuals involved was first suggested
almost 100 years ago by Mary Parker Follett, one of the earliest management consultants and
among the first to view an organization as a social system of contingencies. Her ideas,
published in a series of books between 1896 and 1933, were so far ahead of their time that
they did not gain appropriate recognition in the literature until the 1970s. Her law of the
situation, which said that the situation should determine the directives given after allowing
everyone to know the problem, was contingency leadership in its humble origins. Fiedler’s
(1967) contingency approach reinforced these findings, suggesting that no one leadership
style is ideal for every situation. Fiedler felt that the interrelationships between the group’s
leader and its members were most influenced by the manager’s ability to be a good leader.
The task to be accomplished and the power associated with the leader’s position also were
cited as key variables. In contrast to the continuum from autocratic to democratic, Blake and
Mouton’s (1964) grid showed various combinations of concern or focus that managers had for
or on productivity, tasks, people, and relationships. In each of these areas, the leader-
manager may rank high or low, resulting in numerous combinations of leadership behaviors.
Various formations can be effective depending on the situation and the needs of the worker.
Hersey and Blanchard (1977) also developed a situational approach to leadership. Their
tridimensional leadership effectiveness model predicts which leadership style is most
appropriate in each situation on the basis of the level of the followers’ maturity. As people
mature, leadership style becomes less task focused and more relationship oriented.
Tannenbaum and Schmidt (1958) built on the work of Lewin (1951) as well as White and
Lippitt (1960), suggesting that managers need varying mixtures of autocratic and democratic
leadership behavior. They believed that the primary determinants of leadership style should
include the nature of the situation, the skills of the manager, and the abilities of the group
members. Although situational and contingency theories added necessary complexity to
leadership theory and continue to be applied effectively by managers, by the late 1970s,
theorists began arguing that effective leadership depended on an even greater number of
variables, including organizational culture, the values of the leader and the followers, the work,
the environment, the influence of the leader-manager, and the complexities of the situation.
Efforts to integrate these variables are apparent in more contemporary interactional and
transformational leadership theories.
 Interactional Leadership Theories (1970 to Present) The basic premise of interactional theory
is that leadership behavior is generally determined by the relationship between the leader’s
personality and the specific situation. Schein (1970), an interactional theorist, was the first to
propose a model of humans as complex beings whose working environment was an open
system to which they responded. A system may be defined as a set of objects, with
relationships between the objects and between their attributes. A system is considered open if
it exchanges matter, energy, or information with its environment. Schein’s model, based on
systems theory, had the following assumptions: People are very complex and highly variable.
They have multiple motives for doing things. For example, a pay raise might mean status to
one person, security to another, and both to a third. People’s motives do not stay constant;
instead, they change over time. Goals can differ in various situations. For example, an
informal group’s goals may be quite distinct from 77 a formal group’s goals. A person’s
performance and productivity are affected by the nature of the task and by his or her ability,
experience, and motivation. No single leadership strategy is effective in every situation. To be
successful, the leader must diagnose the situation and select appropriate strategies from a
large repertoire of skills. Hollander (1978) was among the first to recognize that both leaders
and followers have roles outside of the leadership situation and that both may be influenced
by events occurring in their other roles. With leader and follower contributing to the working
relationship and both receiving something from it, Hollander (1978) saw leadership as a
dynamic two-way process. According to Hollander, a leadership exchange involves three
basic elements: The leader, including his or her personality, perceptions, and abilities The
followers, with their personalities, perceptions, and abilities The situation within which the
leader and the followers function, including formal and informal group norms, size, and density
Leadership effectiveness, according to Hollander (1978), requires the ability to use the
problem-solving process; maintain group effectiveness; communicate well; demonstrate
leader fairness, competence, dependability, and creativity; and develop group identification.
Ouchi (1981) was a pioneer in introducing interactional leadership theory in his application of
Japanese style management to corporate America. Theory Z, the term Ouchi used for this
type of management, is an expansion of McGregor’s Theory Y and supports democratic
leadership. Characteristics of Theory Z include consensus decision making, fitting employees
to their jobs, job security, slower promotions, examining the long-term consequences of
management decision making, quality circles, guarantee of lifetime employment,
establishment of strong bonds of responsibility between superiors and subordinates, and a
holistic concern for the workers (Ouchi, 1981). Ouchi was able to find components of
Japanese style management in many successful American companies. In the 1990s, Theory Z
lost its favor with many management theorists. American managers seemed unable to put
these same ideas into practice in the United States. Instead, many continued to boss-manage
workers in an attempt to make them do what they do not want to do. Although Theory Z is
more comprehensive than many of the earlier theories, it too neglects some of the variables
that influence leadership effectiveness. It has the same shortcomings as situational theories in
inadequately recognizing the dynamics of the interaction between the worker and the leader.
One of the pioneering leadership theorists of this time was Kanter (1977), who developed the
theory that the structural aspects of the job shape a leader’s effectiveness. She postulated
that the leader becomes empowered through both formal and informal systems of the
organization. A leader must develop relationships with a variety of people and groups within
the organization in order to maximize job empowerment and be successful. The three major
work empowerment structures within the organization are opportunity, power, and proportion.
Kanter asserts that these work structures have the potential to explain differences in leader
responses, behaviors, and attitudes in the work environment. Nelson and Burns (1984)
suggested that organizations and their leaders have four developmental levels and that these
levels influence productivity and worker satisfaction. The first of these levels is reactive. The
reactive leader focuses on the past, is crisis driven, and is frequently abusive to subordinates.
In the next level, responsive, the leader is able to mold subordinates to work together as a
team, although the leader maintains most decision-making responsibility. At the proactive
level, the leader and followers become more future oriented and hold common driving values.
Management and decision making are more participative. At the last level, high-performance
teams, maximum productivity and worker satisfaction are apparent. Kanter (1989) perhaps
 best summarized the work of the interactive theorists by her assertion that title and position
authority were no longer sufficient to mold a workforce where subordinates are encouraged to
think for themselves, and instead managers must learn to work synergistically with others.

4) Identify the manager’s role and skills needed in practice.

1. Is self-aware of personal values influencing career development

2. Encourages employees to take responsibility for their own career planning
3. Identifies, encourages, and develops future leaders
4. Shows a genuine interest in the career planning and career development of all employees
5. Encourages and supports the development of career paths within and outside the organization
6. Supports employees’ personal career decisions based on each employee’s needs and values
7. Is a role model for continued professional development via specialty certification, continuing
education, and portfolio development.
8. Emphasizes the need for employees to develop the skill set necessary for evidence-based
practice
9. Supports new graduate nurses in their transition to practice through positive role modeling as
well as the creation of nurse residencies, internships, and externships
10. Role models lifelong learning as a professional expectation and responsibility
11. Encourages others to continue their formal education as part of their career ladder and
professional journey

5) Roles of the Nurse Leader and Manager

1. Develops fair policies related to career development opportunities and communicates them
clearly to subordinates
2. Provides fiscal resources and release time for subordinate training and education
3. Uses a planned system of short- and long-term coaching for career development and documents
all coaching efforts
4. Disseminates career and job information
5. Works with employees to establish career goals that meet both employee and organizational
needs
6. Works cooperatively with other departments in arranging for the release of employees to take
other positions within the organization
7. Views transition-to-practice programs as an investment strategy to mitigate nurse turnover and
promote employee satisfaction
8. Coaches employees to create professional portfolios that demonstrate reflection as well as the
maintenance of continued competence
9. Attempts to match position openings with capable employees who seek new learning
opportunities
10. Creates possibilities for career progression
11. Provides opportunities for “legacy” clinicians to “reinvent” themselves to renew their potential
value to the organization and their coworkers

6) Leadership styles & Examples

 Autocratic - Nurse leader manager retains as much power and decision – making authority
as much as possible ; Does not consult other nurses or co-employees, nor they are allowed
to give any input in decision making ; Nurses are expected to obey orders without receiving
explanation. Under this leadership, the nurses are motivated by reward and punishments ;
 Leaders rely on threats and punishments to influence others and they do not trust their
employees ; But suited type of leadership in an emergency care- set up.
 Bureaucratic – Nurse leader manager manages “ by the book “, everything is done
accordingly to procedure and policy.; If it is not covered by the book, the nurse leader
manager refers to the nest level above her. ; The nurse leader is more than a rule enforcer
rather than a leader. (Eg. Routine task are performed, Certain standard and procedures are
to be understood, Employees are working with dangerous or delicate equipment that require
definite set of procedures to operate)
 Democratic – Also called participated leadership, it encourages the nurse employees to be a
part of decision making. ; Nurses are well informed about everything affects their work. ; They
share in the decision making and problem solving responsibilities.; The nurses are
considered as rational who can perform assigned task efficiently and effectively according to
the set of standard set by profession.; This style of leadership requires the leader to be
coached who has the final say, but gathers information from staff members before making
decision. ; Can produce high quality work for long periods of time many employees like the
trust they receive and respond with cooperation, team spirit & high morale.
 Laissez-Faire – Also known as “Hands – off” leadership. ; There is little or no direction from
the leader and the nursing staff has as much freedom as possible. ; All authority or power is
given to the employees and they must determine goals, make decisions and resolve
problems on their own.

7) Filipino styles of leadership

 On Teams – The concept of “pakikisama” is strongly programmed into the Filipino
consciousness. ; It is extremely important to be aware of the sense of “face” of every member
of a member of a group because an insult to one could be constructed as an insult to all. ;
Teams are expected to be clearly led by manager, and the manager is expected to act as the
champion of the group in all situations.
 On Communication Styles - Communicating in the Philippines is extremely easy for many
Western people. ; Filipinos would rather say “yes” even they mean “no” and smiles at you at
the whole time. ; It is dangerous to take everything you hear at face value. Look for the coded
messages behind the words that are spoken. ; In addition to the use of coded language,
Filipino body language can also be misleading
 On Meetings – Time can be very elastic – the meeting start time will be delayed. ; Meeting
will usually start quite a lot of small talk. ; Filipino tend to be extremely non-confrontational. ;
Meeting seems to be progressing very well if people are not openly contradicted.
 On Gift Giving – Take a supply of small gifts with you to help oil the progress of the
relationship-building process. Remember that gifts SHOULD BE WRAPPED
 On Dress Code – Reasonably formal

REFEERENCE:
Hersey, P & Blanchard, K. (2008). Management of Organizational Behavior: Leading Human Resources
(9th ed.). Upper Saddle River, NJ: Pearson Education

Miner, J. (2005). Organizational Behavior: Essential Theories of Motivation and Leadership.” Armonk: M.
E. Sharpe

Reeves, V. (2001). Traits of Effective Respected, and Liked Leader.

Tan C. Beltran E. (2009), Leadership & Management in Nursing: A Transformative and Refelctive Patient
Care Text (1st Ed.) Manila: Educational Publishing House.