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Management Skills And Styles Assessment Paper

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The hospital should use a tool to determine one’s style of leadership and leadership effectiveness. The Management Skills and Styles Assessment (MANSSA) is a good example (Psych Tests AIM, 2011). The purpose of this test is to “identifying promising managers; selecting, promoting or transferring employees into management positions; and training and developing existing managers” (Psych Tests AIM, 2011, p. 1). The test consists of 196 multiple-choice questions covering eight managerial skill areas to determine effective and ineffective managers. This test is an online test. The estimated time to complete the test is 45 minutes. Regenerated reports identify test takers personality type and how successful these types are as managers. Reports …show more content…

Smith (2015) agrees “transformational leadership style is needed to provide a synergistic environment” (Smith, 2015, p. 48). These leaders cultivate “vision, disseminates information effectively, enhances, employee engagement, and is inclusive of others” (Smith, 2015, p. 48). This style of leadership is known to motive others toward common shared values (Smith, 2015). And in so doing, it inspires others into leadership, which is a goal that benefits organizations as well. Research supports that transformational leadership is very effective and impactful when it comes to health care outcomes (Smith, 2015). Findings report that nurses have “higher levels of commitment to their organizations when they perceive their nurse mangers to be transformational leaders” (Schwartz, Spencer, Wilson, & Wood, 2011, p. …show more content…

Mentoring establishes a relationship in which a more experienced professional supportively guides as an example for another less experience professional (Bynum, 2015). In the case of the hospital, senior management will pair leaders with varying leadership styles. Mentoring has been proven to be effective in leadership development (McNamara, et al., 2014). The mentoring can be informal or formal or both. In fact, informal mentoring is more valuable than formal mentoring (as cited in McNamara et al., 2014). As each leader with varying leadership styles are paired up with each other, each leader observes each one in clinical experiences. Each leader meets regularly to discuss pro and cons of leadership styles. The mentoring program will last for the duration of eighteen months. If each party wishes to continue the mentoring relationship, they can request an extension; however, the extension cannot exceed three years. Before the hospital leaders can implement mentoring relationships, they must ensure that the necessary manpower and willingness of skilled mentors’ participation are in place. Leaders cannot be forced to participate. This may hinder the underlining goal of the process- to cultivate an environment where leadership styles are understood and examined for effectiveness. It may be difficult for the hospital to find willing participants. Mentoring requires time and

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When things get difficult, the vision and mission are there to guide the team and help them remember why they are there in the first place. In nursing, the common goal is providing quality, holistic care to patients while they are healing. Nurse leaders, including charge nurses, nurse managers, and CNO’s, have the responsibility of keeping their nurses focused on that vision and mission when times are rough. Sometimes believing in the vision takes faith when burnout is imminent, but mentor leaders are there to encourage and remind the team about their common

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On the other hand, mentoring is both past and future-oriented; it can be cross-organizational, cross-departmental, and virtual (McGuire, 2014, p.132). In fact, in his own experience of being a mentor, Dr. David McGuire used to ask his mentees about their career goals and assisted them to determine those goals if not yet fully known; he also used to give them homework at the end of every mentoring session such as asking them to figure out what they plan on becoming in the next three years. Another difference between mentoring and coaching is the fact that a mentor can be a role model, a teacher, and a senior guide from whom the mentee receives career and psychological support, and expands his or her knowledge, experience, and performance. The mentor also helps the mentee identify what he or she is good at, because that way, they will be more likely to succeed. In opposition to that, the relationship between the coach and the coachee is an equals’ partnership whereby the coach helps in the development of the coachee, improving his or her learning, and enhancing his or her performance (McGuire, 2014,

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Wong (2015) addresses that 50% of studies that have addressed patient outcomes found clinical leadership to be at fault for morbidity, mortality, and increased hospital stays versus the primary condition of the patient. Transformational leadership was found to be a key leadership theory in decreasing patient adverse events, such as from medication errors and hospital acquired infections (Wong, 2015). The results from these studies determined that transformational leadership contributes to a healthy work environment by boosting staff support, open and honest communication, and trust, which promotes positive team working relationships (Wong,

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A leader may achieve this with captivation, emotional intelligence, and through the empowerment of followers (Hutchison & Jackson, 2013). Moreover, transformational leadership research focuses on individual traits and leader-follower dyad characteristics that influence organizational change. Many research studies explore this theory and its impact on the nursing profession (Fischer, 2016). Largely, transformational leadership in the nursing context is directly and indirectly associated with staff satisfaction, decreased turnover, and improved patient outcomes (Fischer, 2016; Bormann, & Abrahamson, 2014; Merrill, 2015). It is possible to connect the benefits of transformational leadership styles to the leader 's ability to empower followers, simultaneously increasing their commitment to the organization (Fischer, 2016; Bormann, & Abrahamson, 2014; Merrill, 2015).

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A study focused on leadership in nursing used coaching and mentoring techniques and the findings showed coaching maximised feelings of being more ambitious, having a greater understanding of the organisation and of feeling more empowered. Mentoring increased networking skills, negotiation skills and increased insight and ability to problem solve (Feilden, Davidson and Sutherland

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Zachary,Mentoring can be divided four distinguished phases process. The mentoring begins with the preparing and negotiating,followed by enabling and closing phase. At first,in the preparation phase,the both mentor and mentee must introduce and take time to know each other which provide them to identify points of connection. After that discuss what is mentoring then they could clarify what is expected and their roles. The crucial points in this phase is that determine and establish mentee’s overall goals so that they are able to work effectively in following phases.

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The mentor and mentee relationship is interpersonal, however how organizations channelized this relationship depends upon them. Researchers has developed different types of mentoring over the past few years. A formal mentoring program is designed, maintained,implemented and checked by the organization. Usually in formal mentoring program, the mentors are senior supervisors or managers who act as a role model and is knowledgeable and experienced person in an organization. They are the source of motivation for the mentees and they encourage teamwork in an organization.

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