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1
Compare and contrast leadership and management.
Concepts for Lecture
1. Leaders may or may not be officially appointed to the position.
Leaders have power and authority to enforce decisions only as long
as followers are willing to be led. Leaders influence others toward
2.
Managers are appointed officially to the position. Managers have power
and authority to enforce decisions and to carry out predetermined poli-
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2
Compare and contrast different leadership styles.
Concepts for Lecture
1. The classic leadership theories describe the following leadership
styles: autocratic (authoritarian), democratic (participative, consulta-
tive), laissez-faire (nondirective, permissive), bureaucratic, and sit-
uational. Contemporary leadership theories describe the following
responsibility for making decisions without being challenged. When
group members are unable to make or do not wish to participate in
making a decision, the autocratic style solves the problem and ena-
bles the group to move on. It can also be effective when a project
must be completed quickly and efficiently.
C
HAPTER
28
LEADING, MANAGING, AND DELEGATING
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UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Have the students provide examples of indi-
viduals who are leaders, those who are man-
agers, and those who are both leaders and
managers. Have the students provide ration-
ales for their responses.
S
UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Divide the class into small groups, each repre-
senting one of the leadership styles described
in the text. Give the groups a situation that re-
quires a decision to be made. Have each group
role-play how a leader of its assigned style
would handle the situation. Discuss the effec-
tiveness of the resulting processes in arriving
at a decision.
motivation and creativity among group members; it also calls for a
great deal of cooperation and coordination among group members.
The laissez-faire (nondirective, permissive) leader recognizes
the group’s need for autonomy and self–regulation, assumes a
“hands–off” approach, and presupposes the group is internally moti-
usually dissatisfied with the leader’s inflexibility and impersonal
relations with them.
The situational leader flexes the task and relationship behaviors,
2. A charismatic leader is rare and is characterized by an emotional
relationship between the leader and the group members. The follow-
ers of a charismatic leader often overcome extreme hardship to
achieve the group’s goal because of faith in the leader.
The transactional leader has a relationship with followers based
on an exchange for some resource valued by the followers. These
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3
Identify characteristics of an effective leader.
Concepts for Lecture
1. Effective leaders:
• use a leadership style that is natural to them.
• use a leadership style appropriate to the task and the members.
• assess the effects of their behavior on others and the effects of
S
UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Have the students provide suggestions for how
a leader can demonstrate openness and en-
courage openness in group members, encour-
age creativity, and demonstrate an optimistic
view about human nature.
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UGGESTIONS FOR
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LINICAL
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CTIVITIES
CHAPTER 28 / Leading, Managing, and Delegating 163
• are sensitive to forces acting for and against change, express an
optimistic view about human nature, and are energetic.
L
EARNING
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UTCOME
4
Compare and contrast the levels of management.
Concepts for Lecture
1. Traditional management is divided into three levels of responsibility:
2. First-level managers are responsible for managing the work of non-
3. Middle-level managers supervise a number of first-level managers
4.
Upper-level (top-level) managers are organizational executives who are
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5
Describe the four functions of management.
Concepts for Lecture
1. The four management functions are planning, organizing, directing,
2. Planning is an ongoing process that involves assessing a situation;
3. Organizing is also an ongoing process. After identifying the work
S
UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Invite a panel of nurses who function at dif-
ferent levels of management to discuss their
positions and responsibilities with the class.
•
Invite the nurse manager from the clinical
setting to discuss his or her functions within
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UGGESTIONS FOR
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LASSROOM
A
CTIVITIES
•
Invite a panel of nurse managers from differ-
ent settings (community, acute care, long-term
care) to discuss the functions of managers in
their setting.
•
Assign students to observe the functioning of
nurse managers within the institution. Have
4. Directing is the process of getting the organization’s work accom-
5.
Coordinating is the process of ensuring that plans are carried out, evalu-
L
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6
Discuss the roles and functions of nurse managers.
Concepts for Lecture
1. The nurse manager reasons with logic, exploring assumptions, alter-
natives, and the consequences of actions. Managers use both verbal
and written communication. Effective managers communicate asser-
tively, expressing their ideas clearly, accurately, and honestly. One
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7
Identify the skills and competencies needed by a nurse manager.
Concepts for Lecture
1. To be effective managers, nurses need to be able to think critically,
L
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8
Describe the characteristics of tasks appropriate to delegate to unlicensed and
licensed assistive personnel.
Concepts for Lecture
1. Principles used by the nurse to determine delegation to unlicensed
assistive personnel (UAP) include:
• The nurse must assess the client prior to delegating tasks.
• The client must be medically stable or in a chronic condition and
not fragile.
S
UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Discuss the difference between a mentor and a
preceptor.
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UGGESTIONS FOR
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LINICAL
A
CTIVITIES
•
Have student interview staff nurses to deter-
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UGGESTIONS FOR
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LASSROOM
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CTIVITIES
• Discuss the importance of resource management
in the current health care environment.
•
Discuss conflict management.
unit.
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UGGESTIONS FOR
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LASSROOM
A
CTIVITIES
•
Provide the students with a list of clients and
relevant information about the clients. Provide
a list of unlicensed assistive personnel with
relevant characteristics as listed in the delega-
tion decision-making grid (see Figure 28–2 in
the text) and a list of tasks to be completed for
the client in the case study. Have the students
decide which task can be delegated to which
UAP. Discuss results.
be assigned to UAP or, if delegated, what ad-
• The nurse must clarify reporting expectations.
• The nurse must create an atmosphere that fosters communication,
teaching, and learning (see Box 28–3).
Examples of tasks that may be delegated include taking vital
signs, measuring and recording intake and output, assisting with
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EARNING
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9
List the five rights of delegation.
Concepts for Lecture
1. The National Council of State Boards of Nursing (NCSBN)
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10
Describe the role of the leader/manager in planning for and implementing
change.
Concepts for Lecture
1. The leader/manager is often the change agent. The change agent is
the individual who initiates, motivates, and implements change. An
S
UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
•
Provide students with a list of tasks that are
often delegated to unlicensed assistive person-
nel. Have the students identify the type of di-
rections, communication, supervision, and
evaluation that should accompany these tasks.
•
Have the students describe how the five rights
of delegation are enacted on the clinical unit.
S
UGGESTIONS FOR
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LASSROOM
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CTIVITIES
•
Have students identify a change they would
like to occur in the academic setting. Ask stu-
dents to identify common driving and restrain-
ing forces related to this change. Using the
guidelines for dealing with resistance to