Leadership Theories in Practice
A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.To Prepare:Review the Resources and examine the leadership theories and behaviors introduced.Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.Reflect on the leadership behaviors presented in the three resources that you selected for review.BELOW IS THE QUESTIONPost two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.BELOW IS THE RESOURCESLearning ResourcesRequired ReadingsBroome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2-19 ONLY)Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3Resources for the StrengthsFinder Assessment ToolRath, T. (2007). Strengths Finder 2.0 – with Access Code.Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0.Document: How to Access Strengths Finder 2.0 (PDF)PLEASE DONT FORGET TO ADD 4 references not more than 5 years old with APA format 7th edition and don’t forget to go through the rubic. NOTE: the personal-values portion has to be yours — a fabricated leadership philosophy is transparently hollow to a grader and useless to you. Here is the conceptual apparatus to build a real one.
CORE SKILL: grounding a personal philosophy in THEORY and in a SELF-ASSESSMENT INSTRUMENT, rather than in sentiment.
THE THEORIES YOU SHOULD BE ABLE TO DISTINGUISH:
— TRANSFORMATIONAL (Bass & Avolio): the “four I’s” — Idealized influence, Inspirational motivation, Intellectual stimulation, Individualized consideration. Consistently associated in the nursing literature with higher job satisfaction, lower burnout and turnover, healthier work environments, and better patient outcomes. This is the style the evidence favors, and saying WHY (it addresses meaning and growth, not just compliance) is better than merely naming it.
— TRANSACTIONAL: contingent reward and management-by-exception. Not worthless — it is what actually runs a schedule and enforces a standard — but insufficient for change and for engagement.
— LAISSEZ-FAIRE: absence of leadership. Consistently associated with the WORST outcomes, including higher burnout and error. Worth naming because students often mistake it for “empowering.”
— SERVANT LEADERSHIP (Greenleaf): the leader exists to serve the team; strong fit with nursing’s professional values.
— AUTHENTIC LEADERSHIP: self-awareness, relational transparency, balanced processing, internalized moral perspective. Heavily researched in nursing (Wong & Cummings) and linked to trust and to healthy work environments.
— EMOTIONAL INTELLIGENCE (Goleman): self-awareness, self-regulation, motivation, empathy, social skill.
— SITUATIONAL leadership (Hersey & Blanchard): style should flex to follower readiness — which is a useful corrective to the idea that one style is always right.
THE ASSIGNMENT USUALLY REQUIRES: (1) a CLIFTONSTRENGTHS (or similar) self-assessment with your top strengths analyzed honestly — including how a strength becomes a LIABILITY when overused (a “Command” strength that becomes steamrolling; an “Empathy” strength that becomes an inability to hold people accountable). That reflexive move is what earns the top band; simply listing strengths does not; (2) your CORE VALUES, with justification; (3) your development plan with SPECIFIC, MEASURABLE goals and a timeline; (4) how you will apply this in practice.
CORE VALUES: name two and DEFINE what each looks like in behavior. “Integrity” is meaningless until you say “I will disclose an error even when no one would discover it.”
STRUCTURE: personal literacy/self-assessment → core values → mission/vision statement → analysis of your two strengths and two areas for growth → a concrete development plan.
Be specific and be honest — a philosophy that claims no weaknesses reads as either dishonest or unreflective, and both are worse than the weakness.
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