541 Final

• Authority-Compliance Style


  Heavy emphasis on communication or focus on people
• Social club style


  low emphasis on task or production. High concern for people, social needs; helpful and comfortable climate
• Deprived style


  uninvolved leadership; indifferent and apathetic; lack of concern for people or tasks
• Fence style


  compromising; avoidance of conflict
• Team style


  strong emphasis on people and tasks; open minded; enjoyable work environment
• Key Leadership Competency areas


  cultural humility, interprofessional value, effective communication, ethical decision making, perspective thinking
• leadership competency levels


  1-3

  
  

  1 = lowest level

  3 = highest level
• 4 Types of Leadership behaviors


  Directive, supportive, participative, achievement-oriented
• Directive Behavior


  set clear guidelines and provide specific guidance on a project
• Supportive Behavior


  show concern and respect for the followers' needs; create a friendly and supportive environment
• Participative


  Collaboration with clients
• Achievement-oriented


  Set challenging, yet realistic goals to push your client
• Situational Leadership


  Based on the leader's ability to consider the multitude of factors for any given situation and then decide what direction should be taken

  
  

  "well, that depends" approach
• Factors influencing leadership behavior


  1. Guidance or direction a leader provides

  2. Amount of support the leader provides to the follower

  3. The readiness level of the follower
• Types of Leadership Style in Situational Leadership


  Directing

  Coaching

  Supporting

  Delegating
• Directing


  - Greater focus on the task, less on the relationship

  - providing clear instructions

  - follow-up to ensure task was completed
• Coaching


  - facilitates skill development

  - the follower wants to take on the task, but needs some direction

  - foster confidence

  - greater focus on the relationship
• Supporting


  - greater focus on relationship

  - follower may lack confidence, but has the skills to complete the task

  - leader remains available for questions
• Delegating


  - follower is confident and competent

  - leader can delegate, as little support is needed

  - the readiness level of the follower will determine the approach
• Readiness levels


  R1, R2, R3, R4
• R1


  unwilling or unable due to lack of skills and confidence
• R2


  Willing, with more confidence, but unable
• R3


  Unwilling or lacking confidence, but has the skills
• R4


  Willing and able
• Transformational Leadership


  A process of engagement; emphasizes factors that motivate followers, as well as factors that provide opportunities for follower development.

  
  

  A method to change and transform people

  
  

  Focus on values, emotions, standards, goal setting, and ethics

  
  

  (example: MLK Jr., President Armacost, The Intern: Anne Hathaway)
• Transactional Leadership


  Focused on the task, the reward for task completion, consequences for non-completion and leader to follower exchange

  
  

  Used with establishing a functional team with task responsibilities

  
  

  May be used to achieve compliance

  
  

  (Example: The Devil Wears Prada: Miranda Priestly)
• Transformational leadership is composed of 4 elements:


  1. Idealized Influence

  2. Inspirational Motivation

  3. Intellectual Stimulation

  4. Individualized Consideration
• Idealized Influence


  Allows a leader to demonstrate by example what is expected and to encourage adoption of the same organizational goals by a follower
• Inspirational Motivation


  Being able to motivate a team to contribute to the goals of an organization; articulating a vision to inspire individuals on a team to achieve organizational goals
• Intellectual Stimulation


  Soliciting follower efforts to problem solve, generate ideas and find solutions to issues a team faces.
• Individualized Consideration


  Identify follower strengths and delegate tasks according to individual ability to reach self-actualization. Include delegation of tasks that require skills he/she may not possess but would like to develop.
• Servant Leadership Practices


  - Value People

  - Develop People

  - Build Community

  - Display Authenticity

  - Provide Leadership

  - Share Leadership
• OT and Servant Leadership


  Core values resonate with this style:

  - respect for differences, fairness, dignity, empathy, and understanding

  - driven by what individuals want/need (occupations)
• Ethics


  discipline that provides concrete rules for how people should conduct themselves
• Morality


  how our values and beliefs guide our behavior
• Ethical Decision Making Map


  -- Issue = what is the situation or dilemma? Who does what to who and under what circumstances? Is there a conflict of values?

  
  

  -- Perspectives of those involved = Patient's family's concerns, healthcare provider concerns, contextual/systematic, QOL issues

  
  

  -- Locus of decision = Who has authority to act? How was the decision actually made in terms of power? (who makes decisions?) What ethical principles inform the situation?
• The Traditionalist/WWII/Silent Generation (Born before 1945)


  Life events = The Great Depression

  
  

  Dedicated/hard workers at the expense of family and personal well-being

  
  

  Communication preference: telephone calls, one-on-one conversations, and handwritten notes

  
  

  Values: Respect for authority (the doctor knows best)

  
  

  Work: loyalty and long-term service

  
  

  View of Authority: respectful

  
  

  Leadership by: Heirarchy

  
  

  Persuasive Language: authority, discipline, leader, rank, respect, sacrifice, dependable, trustworthy
• Baby Boomer

  (1946-1964)

  - Largest generation

  
  

  - Vietnam war

  
  

  -Distrust authority: defined themselves by their work; want recognition

  
  

  - Communication: one-on-one, group meetings

  
  

  - Values: community involvement; individual growth; health and wellness

  
  

  -Work: self-worth is tied to work; individual achievement

  
  

  - View of authority: love/hate

  
  

  -Leadership by: consensus

  
  

  - Persuasive language: consensus, human rights, involvement, team, trust, equal, fair, humane
• Generation X (1965-1980)


  - Both parents entered work force; first latchkey kids; learned self-reliance

  
  

  - Assertive, resourceful, and self-directed

  
  

  - Communication: Blunt, direct, informal; prefer email

  
  

  - Values: self-reliant, work-life balance, acceptance of diversity

  
  

  - Work: Goal is flexibility in work; loyalty to career; success based on performance, not longevity

  
  

  - View of authority: unimpressed

  
  

  - Leadership by: Competence

  
  

  - Persuasive language: Alternative, numbers, operations, reality, results, system, competent, efficient, functional, independent
• Millenials/Generation Y (1981-1999)


  - 9/11 event; Columbine shootings; "helicopter parents"

  
  

  - Multi-taskers; immediate feedback

  
  

  - Communication: Electronic

  
  

  - Values: Prefers diversity and teamwork; positive view of the future

  
  

  - Work: Work and life are equally important; expects work structure, coaching, and mentoring; ambitious

  
  

  - View of authority: Relaxed/polite

  
  

  - Leadership by: Achievers

  
  

  - Persuasive language: Achievement, challenge, community, future, goals, fun, positive, come together, discovery