NRS 451 DQ 2 Compare two leadership theories

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 451 DQ 2 Compare two leadership theories

Compare two leadership theories. Provide an overview of each and discuss the strengths and weakness in relation to nursing practice.

Alexandra Rocco

Posted Date

Feb 19, 2022, 4:42 PM

Read

Replies to Alexandra Rocco

Various leadership theories developed to help nurses in their daily activities in the healthcare system. Nurse leaders find it simpler to regulate and control their junior staff in achieving the set organizational aims. Nurse leaders’ honesty and ethical conduct contribute to other healthcare staff to achieve patient outcomes. Some theories have been developed to describe successful nursing leadership. The depiction of these theories relies on the practices and conduct.

First, there is transformational leadership theory. James MacGregor Burns, a historian and political scientist, developed the concept of transformational leadership in the 1970s (Whitney, 2018). Burns’s goal was to describe the leadership styles of great world leaders like John F. Kennedy and Mahatma Gandhi. According to Burns, transformational leadership refers to when the nurse leader aims to alter the work environment to help achieve success (Whitney, 2018). The leader and followers uplift each other to much better levels of morality and motivation.

Transformational leadership theory is unique as it focuses on the follower’s needs in the workplace. The leader nurse is vision-oriented; this can help upgrade the organization’s mission and vision to help achieve long-term success. In most instances, the leader nurse often acts as a role model to the followers (Whitney, 2018). When the nurse serves as a role model, it becomes easy for followers to visualize the organization’s expectations and be actively involved in the change (Sherman & Habel, 2021). Transformational leadership is new in the nursing field as nurses previously used the transactional leadership technique.

The first strength of the leadership theory is that transformational leadership fosters innovation and creativity. There is increased collaboration in transformational leadership; hence, innovative solutions and creative ideas get developed (Sherman & Habel, 2021). The other strength is that there is employee satisfaction. Most nurses work in a demanding work environment, but transformational leaders will enhance the organization’s mental and psychological health (Whitney, 2018). Another strength is that there is the ability to foster organizational change.

The leadership theory also has its weaknesses. First, the style is not applicable universally. There are times that the nursing operations encounter emergencies that need quick solutions. Additionally, traditional nursing factors do not facilitate the applicability of the leadership theory (Sherman & Habel, 2021). When followers can make decisions, they may find the responsibilities too demanding.

On the other hand, there is the servant leadership theory in nursing practice. The model argues that nurse leaders are servants of the people. Therefore, the nurse leader wholeheartedly works towards satisfying the followers’ wants in the organization (Whitney, 2018). The leadership theory is popular among Christian nurse leaders. Servant leaders often act in a Christ-like way (Whitney, 2018). The critical objective of servant leaders is to show followers that their work is essential. Some qualities of servant leaders include listening to people from a non-judgmental perspective, choosing words carefully when addressing clients and workers, and thinking before reacting.

The first strength of the leadership theory is that there is follower inclusivity whereby, once the employees see the leader’s dedication, they will follow them. There is the discouragement of unproductive behavior (Burkus, 2020). When the leader serves the employees well, they, in turn, offer customer satisfaction. Secondly, there is a positive work environment as the leader supports and builds a shared goal (Whitney, 2018). Another strength is that servant leadership helps boost morale in an organization. Contrarily, there are weaknesses to the theory; the first weakness is that it is challenging to explain and communicate the concept of servant leadership (Burkus, 2020). The next one is that retaining servant leaders in the healthcare system is challenging and time-consuming. Another weakness is that followers view servant leaders as weak; therefore, it may be hard to heed their rules (Burkus, 2020). Servant leadership is hard to achieve as it requires an individual with high authenticity levels.

References

Burkus, D. (2020, December 18). Servant leadership theory. David Burkus. https://davidburkus.com/2010/04/servant-leadership-theory/

Sherman, R. O., & Habel, M. (2021, July 9). The role of transformational leadership in nursing. Nurse.com digital guides and publications. https://resources.nurse.com/magnet-hospitals-transformational-leadership

Whitney, S. (2018). Theories and Concepts in Leadership and Management. Grand Canyon University.

Shiny Jolly Sebastian

replied toAlexandra Rocco

Feb 19, 2022, 9:35 PM

Unread

Replies to Alexandra Rocco

Hello Alexandra Well said about leadership theories in the healthcare set up. There are other four more leadership theories among which I would like to point about Behavioral and contingency theory. There are pros and cons in each theory.

Behavioral theory.

The behavioral leadership theory examines how leaders act and assumes that these attributes can be replicated by other leaders. It is also known as the style hypothesis, and it proposes that successful leaders are not born but may be developed through observable conduct.

Behavioral theory has several advantages, the most important of which is that it allows leaders to learn and determine what actions they want to take to become the type of leader they want to be. It enables leaders to be adaptable and flexible in response to changing situations. Another significant advantage of this leadership style is that it implies that everyone may be a leader.

The behavioral theory has some drawbacks, such as the fact that, while it provides for flexibility, it does not precisely recommend how to respond in specific situations. There are dozens of leadership styles based on behavioral theory, but there is not one that is appropriate for every situation.

Examining a task-oriented vs. a people-oriented leader is an excellent example of behavioral theory in action. If a team is having problems, a task-oriented leader will look at the process to see if the workflow needs to be modified. A people-oriented leader will look at the people and approach them directly, asking what the problem is. Behavioral leadership theory helps leaders focus on their actions and use their decisions to be a great leader, regardless of whatever behaviors they pick. It is the best example in healthcare set up. (WGU,2020).

Contingency theory.

The contingency leadership theory, also known as situational theory, focuses on a leader’s context. These ideas examine the situational repercussions of a leader’s success or failure. The effectiveness of a leader is directly influenced by the current setting. While a leader’s personality has a role in his or her success, the context and scenario in which the leader finds himself or herself is the most crucial component. The contingency hypothesis offers many benefits, including the ability for leaders to be effective regardless of their situational environment. However, this hypothesis has been criticized, with some claiming that there is not enough information in the context of any given circumstance.

Contingency theory emphasizes the significance of a situation, but it may overlook the psychology of employees or the firm. It also might not devote enough attention to how leadership styles evolve over time. (WGU,2020).

Reference

Western Governors University, (2020). Leadership Theories and Styles. Retrieved from

https://www.wgu.edu/blog/leadership-theories-styles2004.html#close

Yosia Simbolon

Posted Date

Feb 18, 2022, 11:44 PM

Read

Replies to Alexandra Rocco

Compare two leadership theories. Provide an overview of each and discuss the strengths and weaknesses in relation to nursing practice.

The behavioral leadership theory mainly is about leader behaviors and how others mimic their traits. This is seen as how leaders are not born with the best of traits but gain them through learning and experience (Whitney, 2019). Therefore behavioral theory on leadership says that success is done through work and the behavior of the leader. In relation to the nursing practice, a major strength of this theory is that it utilizes evidence-based research to have more objective and accurate. A weakness however is that behavior is difficult to measure as it can be said behavior is not affected by the person but by their environment.

In a contingency leadership theory, it is a leader who is adaptive and therefore uses other leadership styles to best match the current

NRS 451 DQ 2 Compare two leadership theories

situation. In other words, this is a type of leadership style that is more focused on success in small areas. A strength of this theory is that adaptive in that as you continue to lead, there becomes less micromanagement and more macro-management or in other words less task-oriented and more relationship-oriented (Webster, 2021). A weakness however with this is that with no set leadership style it can change to other styles which have more weaknesses rather than success for that small situation.

Whitney, S. (2019). Theories and Concepts in Leadership and Management. Nursing Leadership & Management: Leading and serving. Retrieved February 19, 2022, from https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/1

Webster, V., & Webster, M. (2021). Situational leadership theory—A rough guide to leadership models and theories. Retrieved from https://www.leadershipthoughts.com/hersey-blanchard-situational-leadership-theory-model/

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 451 DQ 2 Compare two leadership theories

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read: NRS 451 DQ 1 Describe the difference in roles between leadership and management