leadership exam 2

Planned change,

in contrast to accidental change or change by drift, results from a well-thought-out and deliberate effort to make something happen. Planned change is the deliberate application of knowledge and skills to bring about a change. Successful leader-managers must be well grounded in change theories and be able to apply such theories appropriately.

Organizational change

 is constant, and leader-managers must have highly developed skills in change management for 21st-century organizations to grow and thrive.

change agent

a person skilled in the theory and implementation of planned change—to deal appropriately with conflicted human emotions and to connect and balance all aspects of the organization that will be affected by that change.

manager

In organizational planned change, the —- is often the change agent.

personal for every employee if it is to happen and be maintained (Carucci, 2021). Leader-managers then must use developmental, political, and relational expertise to ensure that needed change is not sabotaged.

Leader-managers must remember that transformational change must become

Mastering how to inspire others hinges on honing leadership skills which evoke feelings of awe and wonder in others.

Leaders exercise soft skills (like empathy) to enhance engagement, since empathy facilitates the trust necessary to inspire others. Conversely, hard skills (like hunger and drive) are useful for inspiring by way of example.

Employees are likely to be most inspired by leaders who are simultaneously empathetic and driven toward success.

In order to master how to inspire people, you must first understand what already inspires them.

Lead by example.

Set goals and expectations that inspire employees. Rather than set a standard of “good enough,” set a standard of “exceptional.”

Master empathy and focus on relationships.

INSPIRING OTHERS TO CHANGE

for good reasons.

Change should be implemented only

outsider.

The outside change agent, however, tends to be more objective in their assessment, whereas the inside change agent is often influenced by a personal bias regarding how the organization functions.

. Therefore, there is more widespread resistance if the change agent is an

sure that change does not happen for the sake of change alone 

if the organization or the people within that organization have recently undergone a great deal of change or stress (change fatigue), any other change should wait until group resistance decreases. When work is in a constant state of flux, workers feel unsettled and unsure of themselves. The leader’s role is to make

thorough and accurate assessment of the extent of and interest in change, the nature and depth of motivation, and the environment in which the change will occur.

For effective change to occur then, the change agent must make a

balance between stability and change in the workplace

In addition, because human beings have little control over many changes in their lives, the change agent must remember that people need a

is needed in the organization, and be flexible in adapting to change they directly initiated as well as change that has indirectly affected them

Leader-managers must be visionary in identifying where change

Is visionary in identifying areas of needed change in the organization and the health care system

Demonstrates risk taking in assuming the role of change agent

Demonstrates flexibility in goal setting in a rapidly changing health care system

Anticipates, recognizes, and creatively problem solves resistance to change

Serves as a role model to followers during planned change by viewing change as a challenge and opportunity for growth

Is a role model for high-level interpersonal communication skills in providing support for followers undergoing rapid or difficult change

Demonstrates creativity in identifying alternatives to problems

Demonstrates sensitivity to timing in proposing planned change

Takes steps to prevent aging in the organization and to keep current with the new realities of nursing practice

Supports and reinforces the individual adaptive efforts of those affected by change

Leadership Roles in planned change

Forecasts unit needs with an understanding of the organization’s and unit’s legal, political, economic, social, and legislative climate

Recognizes the need for planned change and identifies the options and resources available to implement that change

Appropriately assesses and responds to the driving and restraining forces when planning for change

Identifies and implements appropriate strategies to minimize or overcome resistance to change

Seeks subordinates’ input in planned change and provides them with adequate information during the change process to give them some feeling of control

Supports and reinforces the individual efforts of subordinates during the change process

Identifies and uses appropriate change strategies to modify the behavior of subordinates as needed

Periodically assesses the unit/department for signs of organizational aging and plans renewal strategies

Continues to be actively involved in the refreezing process until the change becomes part of the new status quo

Management Functions in planned change

Unfreezing, Movement, and Refreezing

Lewin’s Change Theory of

Unfreezing

occurs when the change agent convinces members of the group to change or when guilt, anxiety, or concern can be elicited.

make a change effort successful, the leader must clear away competing priorities and shine a spotlight on the need for a change to happen. Resistance should be expected, however, as most people cling to the status quo, even if they are not entirely pleased with

 communication

In addition, —- is critical during unfreezing so that those who will be most affected by the proposed change can examine it, provide input, and discover what, if any, benefits the change might have for them. Communicating change effectively then requires listening to the organization twice as much as telling the organization about the change

movement.

The second phase of planned change is —— In movement, the change agent identifies, plans, and implements appropriate strategies, ensuring that driving forces exceed restraining forces. It is a manager’s responsibility to maintain the excitement for a change by providing the required resources to their employees (Bhasin, 2020

Refreezing

During the refreezing phase, the change agent assists in stabilizing the system change so that it becomes integrated into the status quo. If refreezing is incomplete, the change will be ineffective and prechange behaviors will resume. For refreezing to occur, the change agent must be supportive and reinforce the individual adaptive efforts of those affected by the change. Because change needs at least 3 to 6 months before it will be accepted as part of the system, the change agent must be sure to remain involved until the change is completed.

refreezing, as complex change takes time, and several different attempts may be needed before desired outcomes are achieved.

Change agents must be patient and open to new opportunities during—

driving forces

The forces that push the system toward change are

 restraining forces.

whereas the forces that pull the system away from change are 

Stage 1—Unfreezing

Gather data

. Accurately diagnose the problem.

Decide if change is needed.

Make others aware of the need for change; often involves deliberate tactics to raise the group’s discontent level; do not proceed to stage 2 until the status quo has been disrupted and the need for change is perceived by the others.

Stage 2—Movement

. Set goals and objectives.

Identify areas of support and resistance. Include everyone who will be affected by the change in its planning.

Set target dates.

Develop appropriate strategies.

Implement the change.

Be available to support others and offer encouragement through the change.

Use strategies for overcoming resistance to change. Evaluate the change.

Modify the change, if necessary.

Stage 3—Refreezing

Support others so that the change continues.

Examples of driving forces might include a desire to please one’s boss, to eliminate a problem, to get a pay raise, or to receive recognition.

Restraining forces include conformity to norms, an unwillingness to take risks, and a fear of the unknown. Lewin’s (1951) model suggested that people like feeling safe, comfortable, and in control of their environment. For change to occur then, driving forces must be increased or restraining forces decreased.

Stage 1: Precontemplation

No current intention to change.

Stage 2: Contemplation

Individual considers making a change

Stage 3: Preparation

There is intent to make a change in the near future

Stage 4: Action

Individual modifies behavior.

Stage 5: Maintenance

Change is maintained and relapse is avoided.

normative–reeducative strategies

use group norms and peer pressure to socialize and influence people so that change will occur. The change agent assumes that humans are social creatures, more easily influenced by others than by facts. This strategy does not require the change agent to have a legitimate power base. Instead, they gain power by skill in interpersonal relationships, focusing on noncognitive determinants of behavior, such as people’s roles and relationships, perceptual orientations, attitudes, and feelings, to increase acceptance of change.

rational–empirical strategies.

This group of strategies is often referred to as —-. The change agent using this set of strategies assumes that resistance to change comes from a lack of knowledge and that humans are rational beings who will change when given information documenting the need for change. This type of strategy is used when there is little anticipated resistance to the change or when the change is perceived as reasonable.

power–coercive strategies

The third group of strategies,===features the application of power by legitimate authority, economic sanctions, or the political clout of the change agent. These strategies include influencing the enactment of new laws and using group power for strikes or sit-ins. Using authority inherent in an individual position to effect change is another example of a power–coercive strategy. These strategies assume that people often are set in their ways and will change only when rewarded for the change or when they are forced by some other power–coercive method. Resistance is handled by authority measures; the individual must accept it or leave.

(the rational–empirical approach)

For example, imagine the change agent wants to convince someone to stop smoking. The change agent might present the person with the latest research on cancer and smoking

(normative–reeducative approach)

For example, imagine the change agent wants to convince someone to stop smoking.have friends and family encourage the person socially to quit

(power–coercive approach)

For example, imagine the change agent wants to convince someone to stop smoking..refuse to ride in the person’s car if the person smokes while driving 

(rational–empirical)

Factors such as beliefs about the trustworthiness of science played a role in the degree of resistance in COVID19

normative–reeducative

strategies associated with political partisanship during COVID19

(power–coercive)

Finally, a generalized resistance to mandates influenced some participants’ choices to comply during COVID19

resistance should always be expected.

Because change disrupts the homeostasis or balance of the group,

One such strategy is to encourage subordinates to speak openly so that options can be identified to overcome objections.

it is the leader’s role to envision what the future will be like after the change has taken place and to share that vision with their followers.

workers should be encouraged to talk about their perceptions of the forces driving the planned change so that the leader can accurately assess change support and resources. It takes a strong leader to step up and engage when a change effort meets with pushback

Leaders should immerse themselves in identifying and implementing strategies to minimize or manage this resistance to change.

when employees don’t understand how they fit in with the new way of doing things

“True change in an organization often means that job positions and titles also change, which means that roles and responsibilities may shift as well. Resistance occurs \

“People will speculate, make assumptions, and otherwise develop their thought patterns about what’s going on

“Resistance to change can gain its initial footing in unchecked gossip . . .

subordinates feel that they have played a valuable role in the change.

In addition, generally, anyone who will be affected by a change should be included in planning it. When information and decision making are shared

repeatedly before they listen, understand, and believe the message. If the message is one that they do not want to hear, it may take even longer for them to come to terms with the anticipated change.

. Some people in the organization may need to hear a message

people from understanding the principles that guided the change, what has been learned from prior experience, and why compromises have been mad

When change agents fail to communicate with the rest of the organization, they prevent

ensure that group members share perceptions about what change is to be undertaken, who is to be involved and in what role, and how the change will directly and indirectly affect each person in the organization.

Likewise, subordinates affected by the change should thoroughly understand the change and the impacts that will likely result. Good, open communication throughout the process can reduce resistance. Leaders must 

s, no matter where it originated. In addition, the leader-manager must attempt to view change positively and to impart this view to subordinates.

managers should embrace it as a challenge and the chance or opportunity to do something new and innovative

suggests it is critical that leader-managers own the planned change,

actively engaged in change in their own work and model this behavior to staff.

First, leader-managers must be

assist staff members in making the needed changes in their work.

Second, leaders must be able to

Unfortunately, many leader-managers lack self-confidence in their ability to serve as an effective change agent. When this occurs, they can disengage from the change process and demonstrate to followers that the change may not be worth the time and energy necessary to bring it to fruition.

Managers must also believe that they can make a difference. This feeling of control is probably the most important trait for thriving in a changing environment.

flexibility, confidence, tenacity, and the ability to articulate vision through insights and versatile thinking. The leader also must constantly look for and attempt to adapt to the changing and unpredictable interactions between agents and environmental factors as outlined by the complexity science theorists.

In the inventor or creator role, the leader displays such traits as

natural part of the change process.

Because change disrupts the homeostasis or balance of the group, resistance should be expected as a

social or that are contrary to established customs or norms.

Technologic changes encounter less resistance than changes that are perceived as

a lack of trust between the employee and the manager or the employee and the organization.

Perhaps the greatest factor contributing to the resistance encountered with change is 

unplanned or accidental.

In contrast to planned change, change by drift is

change by drift.

Historically, many of the changes that have occurred in nursing or have affected the profession are the results of

on rapidly changing relationships between agents and factors in the system and that even small changes can affect an entire organization.

Emerging theories such as complexity science suggest that change is unpredictable, occurs at random, and is dependent 

they may stagnate and die.

Organizations are preserved by change and constant renewal. Without change,

an individual to spend time on things that matter.

Good time management skills allow

Time management

can be defined as making optimal use of available time. Many people argue that there is not enough time in the day to do everything that must be done. Yet everyone has the same amount of time in a day, but some people consistently get much more done than others. The problem then may be how the time available is being used.

priority setting, managing and controlling crises, and balancing work and personal time.

Optimizing time management must include

Is self-aware regarding personal blocks and barriers to efficient time management

Recognizes how one’s own value system influences one’s use of time and the expectations of followers

Functions as a role model, supporter, and resource person to others in setting priorities for goal attainment

Assists followers in working cooperatively to maximize time use Prevents and/or filters interruptions that prevent effective time management

Role models flexibility in working cooperatively with other people whose primary time management style is different Presents a calm and reassuring demeanor during periods of high unit activity

Prioritizes conflicting and overlapping requests for time Appropriately determines the quality of work needed in tasks to be completed

Leadership Roles time management

Appropriately prioritizes day-to-day planning to meet short-term and long-term unit goals

Builds time for planning into the work schedule

Analyzes how time is managed on the unit level by using job analysis and time-and-motion studies

Eliminates environmental barriers to effective time management for workers

Handles paperwork promptly and efficiently and maintains a neat work area

Breaks down large tasks into smaller ones that can more easily be accomplished by unit members

Utilizes appropriate technology to facilitate timely communication and documentation

Discriminates between inadequate staffing and inefficient use of time when time resources are inadequate to complete assigned task

Management Functions of time management

setting aside time for planning and establishing priorities

The first step of time management is

completing the highest priority task (as determined in Step 1) whenever possible and finishing one task before beginning another.

The second step of time management

the person must reprioritize what tasks will be accomplished based on new information received. Because this is a cyclic process, all three steps must be accomplished sequentially.

In the final step of time management,

importance of a daily plan and not allowing adequate time for planning.

Unfortunately, two mistakes common in planning are underestimating the

Priority setting

is perhaps the most critical skill in good time management because all actions we take have some type of relative importance.

The don’t do items

probably reflect problems that will take care of themselves, are already outdated, or are better accomplished by someone else. The individual either throws away the unnecessary information or passes it on to the appropriate person in a timely fashion. In either case, the individual removes unneeded clutter from the work area.

Before setting “do later”

items aside, the leader-manager must be sure that large projects have been broken down into smaller projects and that a specific timeline and plan for implementation are in place. The plan should include short-term, intermediate, and final deadlines. Likewise, one cannot ignore items without immediate time limits forever and must make a definite time commitment soon to address these requests.

To procrastinate

means to put off something until a future time, to postpone, or to delay needlessly

“quintessence of self-regulatory failure”; however, procrastination can be justified if it is more important to do something of higher priority now, but it should not be used to avoid a task because it is overwhelming or unpleasant.

go so far as to say that procrastination is the

 barrier to effective time management. This occurs because typically, the task is just delayed in its completion and the things that led to procrastination in the first place do not go away. In addition, people who procrastinate often feel guilty later and regret having put off the task at hand. Procrastination, however, is a difficult problem to solve because it rarely results from a single cause and can involve a combination of dysfunctional attitudes, rationalizations, and resentment. For example, sometimes, procrastination is caused by perfectionism. It can also occur when someone feels too overwhelmed to even begin.

More often, however, procrastination is a 

gray matter volume of the amygdala in the brain and difficulties in initiating action. Theoretically, this is known as decision-related action orientation. Those who have greater gray matter volume in the amygdala are more likely to procrastinate (Davis, 2021). This neural signature of action suggests that procrastination may reflect a problem with emotion regulatio

In addition, new research has found a relationship between the

establish clear goals and attempt to understand why it is that they are procrastinating. They should also focus on increasing self-control and developing an action plan for the completion of tasks. The key to successful procrastination is to use it appropriately and selectively.

Individuals who frequently procrastinate

place them on the list because they may only distract attention from other priority tasks. Lists should allow adequate time for each task and have blocks of time built in for the unexpected. In addition, individuals who use lists to help them organize their day must be careful not to confuse importance and urgency.

In addition, although the leader-manager must be cognizant of and plan for routine tasks, it is not always necessary to

broken down into manageable tasks.

Some projects are not accomplished because they are not

occasional crisis.

No amount of planning can prevent an

set aside the original priorities for the day and reorganize, communicate, and delegate a new plan reflecting the new priorities associated with the unexpected event causing the crisis.

If a crisis does occur, the individual may need to

Dealing with Interruptions

All managers experience interruptions, but lower-level managers typically experience the most. This occurs in part because first- and middle-level managers are more involved in daily planning than higher-level managers and thus directly interact with a greater number of subordinates. In addition, many lower-level managers do not have a quiet workspace or clerical help to filter interruptions.

” work that takes twice as long to accomplish half as much (Rampton, 2018). Managers then need to develop skill in preventing interruptions that threaten effective time management.

James Clear suggests the result of this divided attention is “half–work,”

more interruptions than higher-level managers.

Lower-level managers experience

often mirror those of their leaders. That is often why a staff nurse who feels harried or out of control typically finds these same feelings reflected in the individuals they are assigned to work wit

Followers often observe how their leaders are coping with change and even crisis, and their reactions

respond to time-sensitive phone calls or e-mails, and it is important not to be disturbed during these times unless there is an urgent request for an answer or guidance on dealing with an emergency.

All managers need protected time to

: (a) allow time for planning and establish priorities;

(b) complete the highest priority task, and whenever possible, finish one task before beginning another

(c) reprioritize based on remaining tasks and any new information.

time management can be reduced to three cyclic steps: 

the manager to spend appropriate time on high-priority tasks.

Setting aside time at the beginning of each day to plan the day allows

planning fallacies, where they are overly optimistic about the time it will take to complete a task.

Many individuals fall prey to

be any longer than what can realistically be accomplished in a day and must include adequate time to accomplish each item on the list and time for the unexpected.

Making lists is an appropriate tool to manage daily tasks. This list should not

failure to break large tasks down into smaller ones so that the manager can set short-term, intermediate, and long-term goals.

A common cause of procrastination is

gain insight into how and when a person is most productive. It also assists in identifying internal time wasters.

Using a time inventory is one way to

many new electronic apps exist for students who want to better manage their time, whether by taking notes more efficiently, scheduling workflow better, or sticking to assignment deadlines. Some of these time management and productivity apps are previewed in

Similarly, many students fail to establish a plan for completing their learning activities. Sometimes, this is because they are unclear about what the finished product must look like. Other times, they are unsure when assignments are due or how to break large assignments down into workable subcomponents. In all these cases, the result is that the student’s ability to achieve the desired outcome, within the required timeline, is threatened. Fortunately, many 

Breaking a job down mentally into parts before beginning the activity may help the staff nurse identify what supplies and equipment will be needed to complete the activity.

Gather all the supplies and equipment that will be needed before starting an activity.

how to have time management

Get organized.

Group activities that are in the same location

Use time estimates

Document your nursing interventions as soon as possible after an activity is completed.

Always strive to end the workday on time.

Fiscal planning

is not intuitive; it is a learned skill that improves with practice.

acquired skill that improves with use; that’s because it requires vision; creativity; and a thorough knowledge of the political, social, and economic forces that shape health care. Fiscal planning, then, must be included in nursing program curricula and in management preparation programs.

. It is important to remember that fiscal planning is an

learned skill that improves with practice.

Fiscal planning is not intuitive; it is a .

\vision; creativity; and a thorough knowledge of the political, social, and economic forces that shape health care. Fiscal planning, then, must be included in nursing program curricula and in management preparation programs.

It is important to remember that fiscal planning is an acquired skill that improves with use; that’s because it requires

responsibility accounting

An essential feature of fiscal planning is—, which means that each of an organization’s revenues, expenses, assets, and liabilities is someone’s responsibility.