Chapter 3: Interactive Processes of Leadership
Learning Outcome 1
Define the communication process.
Concepts for Lecture
1. Communication is the transfer of information and understanding from one person to
another and the medium by which leadership is conveyed to the group. The
2. The message is the idea to be conveyed; keep in mind that the meaning of the words is
not in the message, but in the people who interpret the message. The message is also
3. The communication process consists of six steps: ideation, encoding, transmission,
receiving, decoding, and response. Once the process has been enacted, it reverses for the
leader’s understanding, because both leader and followers have responsibility to
understand each other.
a. Ideation: the message to be communicated
4. Professional communication is categorized on four different levels, and knowledge of
these levels along with self-assessment will help identify areas that need further
development.
a. Level 1: unconscious and incompetent communication; for example, a speaker
believes she is communicating well, and only becomes aware she is not if she is
PowerPoint Slides
1. Definition of communication
• Transfer of information from person to another
2. The message
• Idea meant to be conveyed
3. The communication process
• Both leaders and followers have responsibility to understand each other.
• Six steps from leader to follower, and after completion, is reversed:
4. Levels of professional communication
• Level 1: unconscious and incompetent communication
• Level 2: conscious and incompetent communication
Figure 3-1: The main components of leadership: communication and the group process
Figure 3-2: The essential elements of the communication components; the message and the
communication climate in which the message is delivered
Figure 3-3: The conceptual components of the communication process. The circle is used to
denote the dynamic and reciprocal properties of the communication process.
Suggestions for Classroom Activities
• Have an in-class discussion evaluating each part of the communication process to
ensure students have a complete understanding. Then have students create situations
Reference
• Corning, S. (2002). Profiling and developing nursing leaders. Journal of Nursing
Learning Outcome 2
Describe barriers to effective communication.
Concepts for Lecture
1. Barriers to communication refer to obstacles that prevent the message from being
2. Poor listening skills result from a variety of sources. The leader might prejudge the
3. Time and work demands create a stressful work environment, minimizing ability to
4. Semantics refers to the study of words, and can also cause communication problems.
Words are symbolic, so their meaning is subject to multiple interpretations. A leader
5. Culture impacts communication in several ways, since it is a system of customs, beliefs,
values, and behaviors. Patterns of communication can differ between cultural groups. To
avoid misunderstandings, knowing more about specific cultural patterns is helpful; this
includes proximity of those communicating, body movements, and paralanguage.
Gender issues also should be considered to ensure effective communication,
PowerPoint Slides
1. Barriers to communication
2. Poor listening skills result from many sources:
3. Time and work demands
4. Semantic barriers
• Semantics is the study of words.
5. Culture and gender
• Culture
o Patterns of communication can differ between cultural groups.
• Gender
o Research has shown that men and women communicate with different
styles.
Suggestions for Classroom Activities
• Have a student-directed discussion about their personal experiences with barriers to
communication. Make sure to have them reflect on all aspects of the situation to
discover the barriers in their situation. As a homework assignment, have each student
Reference
• Newbauer, S. (1995). The learning network: Leadership development for the next
millennium. Journal of Nursing Administration, 25(2), 25–32.
Learning Outcome 3
Analyze an effective communication process.
Concepts for Lecture
1. Ten basic concepts for good communication
a. Clarify your ideas before communicating to other: Plan and organize the message
before speaking; after speaking, provide time for questions to enhance clarity.
b. Consider the physical setting: Environmental distractions interfere with
e. Be mindful of the tone, as well as words, of the message: The tone and words of
the message should match in order to avoid confusion.
f. Take the opportunity to convey something of help, value, or praise to the receiver:
2. Four stages of the relationship between leaders and employees:
a. Meeting: introduction phase; lays foundation for the relationship; information
sharing to learn about employees experience and create expectations for
3. Communication with difficult people who deal with others in an unreasonable or abusive
way causes problems for those who must interact with them. Human behavior is a
complex phenomenon, but responsibility for one’s behavior belongs to each person.
When dealing with difficult people, a leader should consider the following:
a. One individual cannot change another’s behavior.
PowerPoint Slides
1. Ten basic concepts for good communication
• Clarify your ideas before communicating to others.
• Consider the physical setting.
2. Four stages of the relationship between leaders and employees
• Meeting: introduction phase; lays foundation for relationship.
3. Communication with difficult people
• Causes problems for those who must interact with them.
• Responsibility for behavior belongs to each person.
• When dealing with a difficult employee, a leader should consider the following:
o One individual cannot change another’s behavior.
Figure 3-4: The characteristics of both a negative and positive communication climate.
These behaviors are exhibited by the leader or the followers or both.
Figure 3-5: The members of the health team with whom the nurse communicates with on a
regular basis
Figure 3-6: The factors that need to be considered for the most effective communicated
message
Case Study: Hostile Aggressive Behavior
Case Study: Need for Assertive Communication
Case Study: Communication Patterns
Suggestions for Classroom Activities
• Ask students to share any good communication skills that they’ve seen or learned from
Reference
• Hermann, S.J. (1978). Becoming assertive: A guide for nurses. New York: D. Van
Nostrand Co., p. 27.
Learning Outcome 4
Evaluate the components of group dynamics.
Concepts for Lecture
1. A group is a collection of individuals who interact with each other on a regular basis and
2. Primary groups are composed of individuals with personal relationships who interact on a
3. Secondary groups are larger and less personal, and are organized around formal rules,
4. Formal groups are the official work groups, whereas informal groups form for a variety
5. An effective work group, composed of formal and informal groups, is characterized by an
ability to meet its goals through appropriate communication and understanding among its
PowerPoint Slides
1. A group
• Individuals who interact with each other regularly
2. Primary groups
• Composed of individuals who interact on a “face–to–face” basis
3. Secondary groups
• Larger, less personal
4. Formal groups v. informal groups
5. Effective work group
• Composed of formal and informal groups
Suggestions for Classroom Activities
• Have an instructor-led discussion on group affiliation. When in clinical practice,
students become members of the health care team. Some staff accepts students in that
Reference
• Drucker, P. (1998, October 5). Management’s new paradigms, Forbes, 162.
Learning Outcome 5
Identify the components of team building.
Concepts for Lecture
2. An interdisciplinary team is a group of individuals representing different units of client
3. Group characteristics consist of values, norms, and conformity. Group affiliations in
primary and secondary groups meet social and psychological needs, because people
usually choose groups that match their values.
Norms are the expected behaviors within a group; compliance to norms is group
membership. Some conformity is needed because violation of norms puts an individual at
risk of being an outcast.
4. Group processes depend on the leader, and leadership skills can be learned and practiced
within a group context. Dealing with a group is different than working one-on-one with
other individuals, and so requires special skills. Leaders should develop the following
skills to work more effectively with groups:
a. An awareness of the leader’s impact on a group
b. Insight into others’ needs, abilities, and reactions
PowerPoint Slides
1. Team building
2. Interdisciplinary team
• Group of individuals representing different units of client care
3. Characteristics of a group
• Values
o Individuals usually choose groups that match their values.
o Affiliations in groups meet social and psychological needs.
• Norms
o Expected behaviors within a group
• Conformity
o Determined by how much an individual finds the group attractive
4. Group processes
• Leadership skills can be learned and practiced within a group context.
• Dealing with a group is different than working on a one-to-one basis.
• A leader might need these skills to work more effectively with groups:
o An awareness of the leader’s impact on a group
Suggestions for Classroom Activities
• Create a team-building activity, and split the class up into three or four groups. As a
homework assignment, have students write how they felt, as well as advantages and
Reference
GENERAL CHAPTER CONSIDERATIONS
1. Have students study and learn key terms listed at the beginning of the chapter.
2. Have students complete the end-of-chapter exercises either in their book
or on the MyNursingKit Web site.
MYNURSINGKIT
(www.mynursingkit.com)
• Websites
