leadership i: behavior and styles armed forces academy of health sciences lesson
TRANSCRIPT
Leadership I:Behavior and StylesArmed Forces Academy of Health
Sciences lesson
Objectives• List, describe, and provide examples of key
leadership characteristics including traits, skills, attitudes, and behaviors
• Describe various styles of leadership, and focus on the most appropriate use of each style (e.g., coercive, authoritative, affiliative, democratic, pacesetting, and coaching).
*Discuss the effectiveness of each style in the Afghan setting.
Module Outline
• I. Leadership Characteristics
• II. Leadership Styles
I. Leadership Characteristics
Importance of leadership
Leadership CustomersSystems/ Processes
Human Resources
Strategy
Importance of leadership
• Strategy– Mission– Vision– Values– Goals / Objectives
• Human Resources– Staffing Levels– Motivation– Coaching/Mentoring– Training/
Development
• Customers– Patients– Community– Superior Officers
• Process/Systems– Patient Flow– Supply Chain
Management– Information
Systems– Medical Technology
Shift in Leadership Qualities
• Leaders are expected to do many things – Set strategy– Implement change– Motivate staff
• The current environment has created new expectations and demands.
• Thus, what worked in the past may not be appropriate today.
Leadership Characteristics
OLD THINKING NEW PHILOSOPHY
Individual Goals Organizational perspective
Directing Coaching
Telling Facilitating dialogue
Protecting turf Building relationships
Function manager Corporate leader
Employee as expendable Employee as precious
Pressure and overwork Perspective and balance
Leadership Traits I• 1. Stewardship / “Followership”
– Upholding military values, principles, and goals
– Meeting the health needs of your unit (being “in service” to your unit)
– Being a “servant leader” by anticipating, recognizing, and meeting staff needs, insuring that they are supported and have what is necessary to be effective in their job
– Examples:• Asking: “What can I do so you can be more effective?” (Gladly
offering assistance to subordinates)
• Respecting and involving others in decision making
Leadership Traits II
• 2. Servant Leader– Focuses on the mission of the organization
– Avoids selfish behavior and pursuit of personal ambition, and biases
– Sincerely respects all people
– Realizes that the contributions of others are what enable the organization to fulfill its mission
– Helps, encourages, and counsels followers to hone their skills and become better at their positions because doing so brings the organization closer to its goals
Leadership Traits III
• 3. Ethical Behavior– Doing what is right with respect to values and
standards of conduct; maintaining a moral code
– Examples:• Not accepting any gift of value• Not taking credit for other’s work • Acting as if a superior is watching at all times
Leadership Traits IV
• 4. Life-Long Learner– Never passing up the opportunity to grow and
learn
– Examples• Assessing your willingness to learn • Taking 30 minutes a day to read current literature,
news, or up-to-date information
Leadership Traits V
• 5. Shared Vision– Developing a shared sense of purpose and
inspiring the medical staff to constantly achieve that purpose
*Having cross-representation from all staff and departments in the unit to develop the vision
*Communicating community needs, environmental conditions, and stakeholder expectations to staff
*Inspiring others through confidence, courage, and assurance
Leadership Traits VI
• 6. Empowerment of staff– Giving subordinates/staff the authority, within
guidelines, to make decisions, resolve problems, and make needed changes
– Delegating commensurate authority with responsibility
– Using performance/process improvement teams with the authority to resolve problems and make changes
Leadership Traits VII
• 7. Political Astuteness – Using emotional intelligence
– Understanding other people’s perspectives and motivations
– Knowing what is occurring in the organization (and why), and building networks of support
– Identifying and discussing issues and potential solutions with powerful formal and informal leaders
– Attending meetings and social events to identify organizational trends, needs, and the true operating culture
Leadership Traits VIII
• 8. Coaching and mentoring– Helping staff to perform better by giving instruction/guidance on
what to do for specific situations (coaching)
– Sharing experiences and insight through observations and general discussions, and providing visibility to foster subordinates’ career development (mentoring)
– Having regular meetings with subordinates, discussing how they (and you) performed and what could be done differently
– Obtaining feedback from peers and subordinates (peer/subordinate mentoring)
Leadership Traits IX
• 9. Modeling of behavior – Acting the way you want your subordinates/staff
to act – Conducting training in which you role model the
behaviors you desire – Rewarding those who live up to standards and
values– Managing By Wandering Around (MBWA) in
which you personally demonstrate customer services, respect to patients, family, and staff
Leadership Traits X
• 10. Management of personal and organizational stress – Maintaining perspective and balance in one’s
own work and personal life, and encouraging the same for unit personnel
Identifying and managing organizational factors that create stress
Having a regular routine that reduces personal stress (e.g., walking, meditating, etc.)
Leadership Traits XI
• 11. Balancing of competing priorities– Keeping the mission, vision, and values foremost in
deciding the unit’s top priorities and resolving any conflict among competing priorities
– Using consensus-building techniques
– Having an effective time management system
– Delegating and scheduling actions to insure that priorities are being dealt with by the appropriate staff
Leadership Traits XII
• 12. Insuring teamwork and communication– Fostering working together toward a common goal by
communicating up, down, and across the organization
– Teambuilding sessions and retreats, including team goal setting and role clarification
– Interdisciplinary rounds
– Staff meetings, town-hall/commander’s meetings, MBWA, memos, newsletters, and e-mail
II. Leadership Styles
Leadership Concepts
• Emotional Intelligence– The ability to sense, understand, and
effectively apply the power and acumen of emotions as a source of human energy, connection, and influence.
Components of Emotional Intelligence I
• Personal Competencies– (1) Self-Awareness
• Ability to recognize and understand your emotions and drives, as well as their effect on others
– (2) Self-regulation• Ability to control disruptive impulses and moods and
suspend judgment before acting
– (3) Motivation• A desire to work for reasons beyond money or status
with a propensity to pursue goals with energy and persistence
Components of Emotional Intelligence II
• Social Competencies– (1) Empathy
• Ability to understand the emotional make-up of other people and to treat people according to their emotional reactions
– (2) Social Skill• Ability to manage relationships, find common
ground, and build networks
Transactional vs. Transformational Leadership I
• Transactional leadership focuses on the critical daily interactions between supervisors and subordinates/followers.
• Transformational leadership focuses on creating organizational change, particularly a new mission, strategy, and culture.
• Both types of leadership are critical in the functioning of
an organization.
Transactional vs. Transformational Leadership II
Transactional Leaders
Transformational Leaders
Daily direction Long-term mission, values, and
vision
Supervisory-subordinate
relationships, changing individual performance
Organization-wide relationships,
changing organizational culture
Advocating for staff and own department or
service
Advocating for organization and the community or
populations at risk
Current crisis/issues New strategies/innovations and proactive measures
Transactional vs. Transformational
Leadership IIITransactional Leaders Transformational Leaders
Management of “what is”
Identification of “what could be”
Management of implementation
Thought leader (what could be implemented)
Internal relations, building the team within the unit/department or
service
External relations, building networks and partnerships,
and relationships
Unit/department or service goals
Big picture, larger organizational goals
Transactional vs. Transformational Leadership IV
Transactional Leaders Transformational Leaders
“Within the box” thinking (e.g., improving an existing process)
“Outside the box” thinking (e.g., creating a entirely new
process)
Change in a specific area Change across the entire
system
Incremental, step-by-step change
Breakthrough, radical change
Evaluation of current, immediate impact of
change on unit/department or
service
Evaluation of the downstream, long-term impacts throughout the
organization
Situational Leadership• Situational leadership is based on 3 variables:
– Manager: His/Her personal value system, confidence in subordinates/followers, and tolerance for ambiguity
– Subordinates/followers: their knowledge, skills, experience, and need for independence
– Situation: the time constraints and the nature of the problem or work
• Based on the characteristics of the three variables above, the leader chooses between 1 of 7 possible decision-making models.
Continuum of Leadership Decisions I
• 1. Autocratic Decision-Making– Leader makes the decision and announces it – Example: Physician leader tells the
department/staff what to do.
• 2. Consultative Decision-Making (selling)– Leader “sells” the decision – Example: Leader explains the benefits of a
new program in order to gain its acceptance.
Continuum of Leadership Decisions II
• 3. Consultative (asking) – Leader presents ideas and invites questions – Example: Manager presents a new policy and
answers questions to clarify the policy
• 4. Participative (tentative decision) – Leader presents tentative decisions subject to
change – Manager presents a draft of a new policy and asks
for input
Continuum of Leadership Decisions III
• 5. Participatory Decision-Making (problem solving) – Leader presents the problem, gets suggestions, and
makes the decision – Manager describes the problem and asks for input on
what should be included in a new policy
6. Democratic Decision-Making– Leader defines limits and asks group to make the
decision – Manager charters a process improvement team
Continuum of Leadership Decisions IV
• 7. “Freedom” Decision-Making– Leader permits subordinates to function within
limits, as defined by the leader – Manager delegates a project or program to a
competent and motivated staff
Situational Leadership Styles I
Style Description
Emotional Intelligence Competencie
s
When to Use
Coercive
Demands immediate compliance (“Do what I tell you.”)
Drive to achieve, initiative, and self-control
- During crises- Start a program or turnaround- Deal with difficult employees
Situational Leadership Styles II
Style Description Emotional Intelligence Competenci
es
When to Use
Authoritative
Mobilizes people toward a vision (“Come with me.”)
Self-confidence, empathy, and change analyst
- When the change requires a new vision
- When a clear direction is needed
Situational Leadership Styles III
Style Description Emotional Intelligence Competenci
es
When to Use
Affiliative Creates harmony and emotional bonds (“People come first.”)
Empathy, building relationships, and communication
- To bridge rifts in a team
- To motivate staff during stressful times
Situational Leadership Styles IV
Style Description
Emotional Intelligence Competencie
s
When to Use
Democratic Builds consensus through participation (“What do you think?”)
Collaboration, team leadership, and communication
To get quick results from a highly motivated and competent team
Situational Leadership Styles V
Style Description
Emotional Intelligence Competenci
es
When to Use
Pacesetting
Sets high standards for performance (“Do as I do now.”)
Conscientious, drive to achieve, and initiative
To obtain buy-in
- To get input from knowledgeable staff
Situational Leadership Styles VI
Style Description
Emotional Intelligence Competenci
es
When to Use
Coaching Develops people for the future (“Try this.”)
Developing others, empathy, and self-awareness
- To help employees improve performance
Thank You for Your Attention!
Any Questions??
AFAMS Lesson #3