Leadership style is best defined as how the leader relates to members of the group at work. The following leadership styles are characterized according to relevant behaviors exhibited by the leader:
• Charismatic leadership
>• Develops an emotional relationship between the leader and group.
>• Arouses strong feelings of loyalty and enthusiasm from the group.
>• The leader communicates the plan to which the group adheres.
• Authoritarian leadership
>• Provides little freedom—the group is incapable of making decisions.
>• The leader determines policies, giving orders and direction to the group.
>• Minimal openness and trust exist between the leader and group.
>• Procedures are well defined, activities are predictable, and the group is secure.
>• High productivity, good quality, and very efficient.
>• Communication flows downward.
>• Criticism is punitive.
• Democratic leadership
>• Provides moderate freedom—the group is capable of achiev- ing goals.
>• The leader acts as facilitator, actively guiding the group toward the goal.
>* The leader provides constructive criticism, offers information, makes suggestions, and asks pertinent questions.
>• Involves shared responsibility in achieving goals.
>- Less efficient, but fosters more self-motivation and creativity.
>- High quality.
>- Communication flows up and down.
• Laissez-faire leadership
>- Provides much freedom with minimal control.
EFFECTIVE LEADERSHIP IN PRACTICE MANAGEMENT
>• Motivates by support when requested.
>• Minimal involvement of the leader.
>• Decision making is done by the group.
>- Emphasis is on the group with the abdication of leader respon- sibility.
>• Criticism is not given.
>• Variable quality due to inefficiency.
>• Communication exists between members of the group, up- ward and downward.
• Situational leadership
> The level of direction is linked to the level of group maturity.
> Directive style—giving clear instruction and specific direc- tions to an immature group.
>• Coaching style—two-way communication helps a maturing group gain confidence and motivation.
>* Supporting style—active two-way communication with a mature group enhances the use of their talents.
>• Delegating—a highly mature group is given responsibilities for planning and decision making.
>- Focuses on the accomplishment of tasks and interpersonal relationships between the leader and group.
• Transactional leadership
>- Focuses on management tasks.
>- The leader is a caretaker.
>• Uses trade-offs to meet goals.
>* Has unidentified shared values.
>• Examines causes.
• Transformational leadership
>- Identifies common values.
>• The leader is committed.
>• Inspires others with vision.
>• Has a long-term vision.
>• Looks at effects.
>• Empowers others.
Becoming an effective leader is a continuous process of identifying and managing one's personal and professional boundaries. The essence 87
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of leadership development requires the practice of applicable leadership styles to experience the components of management and associated out- comes. Over time, APNs feel secure in their type of practice leadership.
The caring leadership style, prevalent in health care, is an expansion of transformational leadership. APNs moving into an independent practice possess an integration of caring leadership characteristics and manage- ment functions—the key qualities of an entrepreneur.
Effective leadership requires an understanding of the needs and goals that motivate people, the knowledge to apply leadership skills, and the interpersonal skills to influence others. The following are strategies for actively acquiring an entrepreneurial leadership style that creates an environment that is stimulating, motivating, and empowering:
• Accept responsibility.
• Talk less and listen more—encourage communication and the sharing of ideas and information.
• Recognize the expertise of others.
• Foster an atmosphere of collegiality and mutual trust.
• Always give before you get—give colleagues and staff a reason for doing whatever it is you ask of them.
• Foster creativity, independence, and professional growth.
• Work on ways to improve a situation or solve a problem. Do not condemn, criticize, or complain.
• Always greet others with a positive, affirmative statement.
• Praise or positively recognize staff and colleagues.
• Work on discovering individual group members' unique personal and professional needs.
• Remember the names of the people you work with.
• Write informal appreciation notes to show appreciation and rein- force positive performance.
• Think, act, and look successful.
• Always think good thoughts about yourself and others.
• Smile often—it generates enthusiasm and goodwill.
• Get out of the office—make a point to circulate among those who work in your circle of influence.
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What tools are essential for the leader in a management position to solve problems?
The leader/manager who uses analytical tools that give order and direc- tion to the resolution of decisions makes decision making that much easier:
• Decision grids enable the manager to list alternatives and exam- ine financial, political, departmental, and practice effects.
• Decision trees allow the visualization of outcomes with actions taken.
• Program Evaluation and Review Technique (PERT) determines the timing of decisions in a flowchart format that keeps everyone abreast with early problem identification.
These techniques are useful, but not foolproof to the human element of management and leadership.
What are the primary obstacles when APNs become entrepreneurs?
Two primary obstacles prevent APNs from achieving the entrepreneur- ial vision in a clinical and professional practice.
The Star Complex
In this situation, an APN's boundary management of him- or herself as an APN is lost. The APN may be thinking of him- or herself as a "wanna- bee." APNs are vulnerable to being seduced into believing they are more than a nurse. The strategy for managing this obstacle is effective mentor- ing by a powerful APN with an intact nursing identity. Essential to resolv- ing this issue is the use of clear and concise communication skills, which provide an appropriate response to colleagues and disbelieving others.
Unity Versus Fragmentation
This obstacle to leadership involves an APN's tendency to separate and establish boundaries that distinguish him or her from one another,
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thereby blocking opportunities for the increased power that unity brings.
The following guidelines help move from fragmentation toward unity:
• Direct disciplined attention to the issue of unity.
• Translate the goal of unification into a shared vision.
• Develop a forum of providers and educators to explore, identify, and regulate stress related to merging boundaries previously viewed as impenetrable.
• Listen with respect to leadership voices.
• Return to the referent professional association for continuing dia- logue and support of outcomes from the forum.
• Emerge from the systematic exploration of unity with a clear goal of support for the continued development of the APN leadership role.