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Nursing Leader/Follo
Nursing Leader/Follower
| Question | Answer |
|---|---|
| Successfully engage others to work together effectively in pursuit of a shared goal. | Leadership |
| Skilled, self-directed professional, who participates actively and determining the groups direction, invest their time and energy in the work of the group, thanks critically, and advocate for new ideas. It is not a passive role. | Followership |
| Diagnose. Damped. Communicate | Effective leadership |
| Discovers problems and informs. Make suggestions. Invest their energy and time. Supportive. Listens & reflects. Continually learn. Shares their learning. | Effective followership |
| Integrity. Curry age. Positive attitude. Initiative. Energy. Optimism. Perseverance. Generosity. Balance. Ability to handle stress. Self-awareness. | Qualities of an effective leader |
| Set priorities. Critical thinking. Solving problems. Respecting and valuing the individual. Skillful communications (listening, encouraging exchange of information, providing feedback). Communicating vision for future. T). Communicating vision for future | Behaviors of an effective leader |
| ___ and leadership are receptacle and complementary. You cannot be one without first being the other. | Followership |
| Becoming a better follower | |
| The process of continuously working with your boss to obtain the best possible results for you, your boss, and your organization. It is a guide to better understand your manager, what they expect of you, and what your manager's needs might be. | Managing. Up |
| Specifically focused and achievement of organizational goals. | Managers |
| Ability to understand the situation you wanted to influence. | Diagnose |
| Make changes that will close the gap between current situation & what you are hoping to achieve. | Adapt |
| T or F. Effective leaders diagnose, adapt but don't necessarily have to communicate well. | False. If you cannot communicate effectively you probably won't meet your goals. |
| Attention. Meaning. Trust. Self | Common management traits |
| Leaders communicate a sense of goal direction that attract followers | Management of attention |
| Leaders create and communicate meaning and purpose | Management of meaning |
| Leaders demonstrate reliability and consistency | Management of trust |
| Leaders know themselves well and work with in their strengths and weaknesses | Management of self |
| Allow little freedom. Hi am out of control. Decisions made by leader. High level of leader activity. Leader assumes responsibility. Hi quantity, good quality output from group. Very efficient. Squelches creativity and may reduce team member motivation. | Autocratic leadership (directive, controlling, or authoritarian) |
| Moderate amount of freedom. Moderate amount of control. Leader in group together make decisions. Hi leader activity level. Shared assumption of responsibility. Creativity, high quality output of group. Less efficient but it is more flexible and usually | Democratic leadership (participative) |
| Much freedom. Little amount of control. Decision making by the group or bite no one. Minimal amount of leader activity. Assumption of responsibility is abdicated. Variable, maybe poor quality output of the group. Inefficient . Group may feel confused s | Laissez-faire leadership (Permissive or nondirective. But someone do...) |
| Maslow's, Herzberg, mcClelland | Leading motivation theories |
| Categories of need: Lauren needs must be fulfilled before others are activated. Physiological. Safety. Belongingness. Esteem. Self-actualization | Maslow's |
| The absence of hygiene factors create jab the satisfaction, but their presents does not motivate or increase at this faction. Hygiene factors: company policy supervision, interpersonal relations, working conditions, celery. Motivators: achievement, recog | Herzberg |
| Motivation results from need for: Achievement-- performing task and a challenging in high-level. Affiliation-- good relationships with others. ,Power-- being in charge. | McClelland |
| "Stars" consciously address the effects of peoples feelings and the teams emotional reality. First, recognize their own emotions. Second, welcomes constructive criticism or, ask for help, juggle multiple demands without losing focus. Turn problems into | Emotional intelligence |
| emphasis and importance of understanding of factors that affect a particular group in a particular environment. The focuses on task and the followi if this is and importance of understanding of factors that affect a particular group in a particular enviro | Situational theory |
| Extent to which a follower demonstrates the ability and willingness to accomplish a specific task. The leader needs to spell out the duties and responsibilities of the individual and group | Readiness |
| Range from telling, guiding, and directing do delegating, observing and monitoring. Focus and appropriately fulfilling the followers needs, which are identified by their readiness level & the task. | Situational theory-leader's behavior |
| Allow for meaning, inspiration, and vision. Help nurses see how their work helps achieve The dream/goal. Leaders and staff become fused, creating unity, wholeness, and a collective purpose. | Transformational leadership |
| Imagination, creativity, planning, persistent, I density, Carraige are all needed to | Big. Harry, Audacious goals. Are big ideas, visions for the future |
| Involves deciding how want to remain list, fair, and socially responsible under any circumstance. | Moral leadership |
| ___ leadership has two primary sources: Sarah leadership and emotional intelligence in the management literature, and caring is a (___) value in nursing | Caring. Foundational. |
| Respect. Listen. Maintain awareness. Empathize. Develop their own and their teams passing the zoo. Competent in both leadership and in clinical practice. Are characteristics it behaviors of___. Leadership | Caring leadership |
| Integrity, courage, initiative, energy, optimism, perseverance, balance, ability to handle stress, self-awareness. Think critically, some problems, communicate skillfully, set goals and ShareVision, develop self and others. | Qualities versus behaviors. The keys to effective leadership |
| Continually evaluate what you need to do, eliminate to ask that someone else can do, and estimate how long your top priorities will take to complete. The "3 E's" evaluate, eliminate, and estimate | Setting priorities |
| Careful, deliberate use of reason and analysis to reach a decision about what to believe or what to do. Willingness to ask questions and be open to new ideas or new ways to do things. | Thinking critically |
| Visibility, communications, and the values of respect and empathy | Key elements of leadership qualities and behaviors |
| You need good information to make good decisions. Keep your manager informed. Have a solution to a problem when bringing problems to manager when possible. Show your appreciation and respect. Show your appreciation especially to your managers superiors | Ways in which to manage up |
Created by:
srchilds
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