1	Lesson Plan for
Leadership and Management Principles	

OBJECTIVES
1. Define and describe leadership.
2. Critique the qualities of leadership.
3. Analyze leadership styles.
4. Specify the connections between followership and leadership.
5. Apply leadership to nursing practice.
6. Exercise critical thinking to conceptualize and analyze possible solutions to a practice exercise.
7. Define and describe management and nursing management.
8. Formulate the management process.
9. Critique the nature of managerial work.
10. Analyze the roles a manager plays.
11. Distinguish classic management theory from contemporary theories.
12. Relate management concepts to nursing leadership and management.
13. Exercise critical thinking to conceptualize and analyze possible solutions to a practice exercise.

TEACHING FOCUS
•	Focus on leadership in turbulent, complex, changing health care environments. 
•	Discuss the development of strong leadership skills for nurses who facilitate the development of employees and initiate health care changes. 
•	Define leadership, management, followership, and empowerment. 
•	Present characteristics of leadership and theories of leadership, including attitudinal leadership, Situational Leadership, Fiedler’s contingency, and Hersey and Blanchard’s tridimensional leader effectiveness model. 
•	Describe transactional and transformational leadership along with the leadership-followership concept.
•	Present and apply the concept of management to nursing.
•	Review the management process with an emphasis on planning, organizing, directing, and controlling. 
•	Explore similarities and differences in management and leadership. 
•	Discuss the nature of managerial work using classic management theory and research. 
•	Describe effective methods to manage difficult individuals. 
•	Focus on the five areas of management practice for the IOM.
•	Discuss the Magnet Recognition Program as an evidence-based nursing response. 

KEY TERMS
•	
•	authoritarian leadership style, p. 10
•	chaos theory, p. 32
•	commitment, p. 15
•	complexity theory, p. 16
•	contingency theory, p. 31
•	controlling, p. 26
•	coordinating, p. 26
•	democratic leadership style, p. 10
•	directing, p. 25
•	empowerment, p. 5
•	Fiedler’s contingency theory, p. 12
•	followership, p. 5
•	interactive planning, p. 24
•	laissez-faire leadership style, p. 10
•	leadership, p. 4
•	leadership styles, p. 5
•	learning organizations, p. 16
•	management, p. 21
•	negligence, p. 26
•	nurse manager, p. 5
•	nursing management, p. 22
•	organizing, p. 24
•	planning, p. 23
•	quantum leadership, p. 16
•	servant leadership, p. 16
•	Situational Leadership theories, p. 12
•	strategic planning, p. 23
•	systems theory, p. 30
•	tactical planning, p. 23
•	transactional leader, p. 14
•	transformational leader, p. 14
•				
NURSING CURRICULUM STANDARDS
QSEN
•	Patient-Centered Care
o	Clinical Leadership, pp. 16-17
•	Teamwork and Collaboration
o	Process Part 4: Communication, p. 6
o	Leadership Styles: Democratic, p. 10
o	Servant Leadership, p. 16
o	Effective Leadership, pp. 17-18
o	Followership, pp. 18-19
o	Leadership and Management Implications, pp. 19-20
o	Practices That Ensure That the Whole Organization Feels Responsible and Accountable, pp. 22-23
•	Evidence-Based Practice
o	Leadership and Care Management Differentiated, pp. 1-3
o	Research Note, p. 32
•	Quality Improvement
o	Leadership Skills, p. 4
o	Transactional and Transformational Leadership, pp. 14-16
o	Controlling, p. 26
o	Research Note, p. 32
o	Current Issues and Trends, p. 35
•	Safety
o	Clinical Leadership, pp. 16-17
o	Leadership and Management Implications, pp. 19-20
o	Research Note, p. 32
o	Leadership and Management Implications, pp. 34-35

CONCEPTS
The following conceptual themes and specific concepts match those presented in Giddens, J. R. (2013). Concepts for nursing practice. St. Louis: Elsevier. 
THEME: Attributes/Roles of Nurse
•	Concept: Professionalism
o	Exemplar: Ethics 
•	Characteristics of Leadership, pp. 7-8
•	Leadership and Management Implications, pp. 34-35
•	Concept: Leadership
o	Exemplar: Clinical Agency—Operational Level 
•	Leadership and Care Management Differentiated, pp. 1-3
•	The Leadership Role, p. 3
•	Leadership Overview, pp. 3-4
•	Leadership and Management Roles, p. 5
•	Background on Leadership, p. 5
•	Leadership: Five Interwoven Aspects, p. 5
•	Leadership Theories, pp. 7-11
•	Attitudinal Leadership Theories, pp. 11-14
•	Transactional and Transformational Leadership, pp. 14-16
•	Contemporary Leadership, p. 16
•	Clinical Leadership, pp. 16-17
•	Effective Leadership, pp. 17-18
•	Leadership and Management Implications, pp. 19-20
•	Management Overview, p. 21
•	Background: The Management Process, pp. 22-26
•	Management in Nursing Practice, pp. 26-27
•	Management in Organizations, pp. 27-34
•	Leadership and Management Implications, pp. 34-35
THEME: Care Competencies
•	Concept: Collaboration
o	Exemplar: Nurse–Nurse Collaboration 
•	Leadership and Care Management Differentiated, pp. 1-3
•	The Leadership Role, p. 3
•	Leadership Overview, pp. 3-4
•	Leadership and Management Roles, p. 5
•	Background on Leadership, p. 5
•	Leadership: Five Interwoven Aspects, p. 5
•	Leadership Theories, pp. 7-11
•	Attitudinal Leadership Theories, pp. 11-14
•	Transactional and Transformational Leadership, pp. 14-16
•	Contemporary Leadership, p. 16
•	Clinical Leadership, pp. 16-17
•	Effective Leadership, pp. 17-18
•	Leadership and Management Implications, pp. 19-20
•	Management Overview, p. 21
•	Management in Nursing Practice, pp. 26-27
•	Leadership and Management Implications, pp. 34-35
•	Concept: Safety
o	Exemplar: Systems Level 
•	Clinical Leadership, pp. 16-17
•	Leadership and Management Implications, pp. 19-20
•	Research Note, p. 32
•	Leadership and Management Implications, pp. 34-35
•	Concept: Evidence
o	Exemplar: Qualitative Research Studies 
•	Research Note, p. 32
•	Concept: Health Care Quality
o	Exemplar: Quality Plans and Philosophies 
•	Leadership Skills, p. 4
•	Transactional and Transformational Leadership, p. 14
•	Controlling, p. 26
•	Research Note, p. 32
•	Current Issues and Trends, p. 35
BSN Essentials
•	Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
o	Leadership and Care Management Differentiated, pp. 1-3
o	The Leadership Role, p. 3
o	Leadership Overview, pp. 3-4
o	Leadership and Management Roles, p. 5
o	Background on Leadership, p. 5
o	Leadership: Five Interwoven Aspects, pp. 5-7
o	Leadership Theories, pp. 7-11
o	Attitudinal Leadership Theories, pp. 11-14
o	Transactional and Transformational Leadership, pp. 14-16
o	Contemporary Leadership, p. 16
o	Clinical Leadership, pp. 16-17
o	Effective Leadership, pp. 17-18
o	Leadership and Management Implications, pp. 19-20 and 34-35
o	Current Issues and Trends, pp. 20-21
o	Controlling, p. 26
o	Research Note, p. 32
o	Current Issues and Trends, p. 35
•	Essential III: Scholarship for Evidence-Based Practice
o	Leadership and Care Management Differentiated, pp. 1-3
o	Research Note, p. 32
•	Essential V: Health Care Policy, Finance, and Regulatory Environments
o	Current Issues and Trends, pp. 20-21, 35
•	Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
o	Process Part 4: Communication, p. 6
o	Leadership Styles: Democratic, p. 10
o	Servant Leadership, p. 16
o	Effective Leadership, pp. 17-18
o	Followership, pp. 18-19
o	Leadership and Management Implications, pp. 19-20
o	Practices That Ensure That the Whole Organization Feels Responsible and Accountable, pp. 22-23
•	Essential VIII: Professionalism and Professional Values
o	Characteristics of Leadership, pp. 7-8
o	Current Issues and Trends, pp. 20-21, 35
o	Leadership and Management Implications, pp. 34-35
•	Essential IX: Baccalaureate Generalist Nursing Practice
o	Clinical Leadership, pp. 16-17

STUDENT CHAPTER RESOURCES	
Chap. 1	READ – Textbook (pp. 1-36)

* Chapter 1 NCLEX Review Questions

INSTRUCTOR CHAPTER RESOURCES	
TB	Test Bank
•	To access the ExamView format, go to the Downloads section.
	
PPT	PowerPoint Presentation	
IC	Image Collection
•	Figure 1-1. Components of a leadership moment. 
•	Figure 1-2. Continuum of leader behavior. 
•	Figure 1-3. Expanded Situational Leadership® model. 
•	Figure 1-4. Transactional and transformational leadership. 
•	Figure 1-5. Systems view of management. 
•	Figure 1-6. Four steps of the management process. 
•	Figure 1-7. Linkage of clinical and management domains. 
•	Figure 1-8. Mintzberg's 10 managerial roles. 
•	Figure 1-9. Mintzberg's Model of Managerial Work.
	
ETC.	Chapter 1: In-Class/Online Case Study (below)

TEACHING STRATEGIES	
CONTENT FOCUS	CONTENT HIGHLIGHTS	
LEARNING ACTIVITIES	
LEADERSHIP AND CARE MANAGEMENT DIFFERENTIATED, p. 1	Distinguish leadership from management: Management
focuses on accomplishing tasks, and leadership focuses on human relationship aspects.	•	Discussion Topic: Ask students to provide a single word to define leadership. Ask students to summarize management in one sentence.
•	Online Activity: Have students visit the ANCC web site and report on an aspect of certification that they investigated: www.nursecredentialing.org 	
THE TWO ROLES OF A NURSE, p. 3
	Discuss how providing and coordinating care are separate and overlap.	•	Discussion Topic: How does leadership fit into providing and coordinating care?	
THE LEADERSHIP ROLE,                
   p. 3
	Discuss why nurses and health care delivery systems both need leaders. Compare formal and informal leadership.	•	Discussion Topic: Ask students why inspiration, trust, communication, and action are each a component of leadership.	
LEADERSHIP OVERVIEW, p. 3
Leadership Skills, p. 4

	Explain that leadership can be understood as the ability to inspire confidence and support among followers. 	•	Discussion Topic: Discuss the characteristics of exceptional leaders. Be sure to cover diagnosing, adapting, and communicating; as well as self-awareness, self-management, social awareness, and relationship management.	
DEFINITIONS, p. 4

	Define leadership, management, and professionalism.	•	Discussion Topic: What does the term professionalism mean in relationship to leadership and management?	
LEADERSHIP AND MANAGEMENT ROLES, p. 5	Discuss the differences in leadership and management roles.	•	Activity: Have students identify nurse leaders in their community and describe their professional contributions.	
BACKGROUND ON LEADERSHIP, p. 5	Define leadership styles, followership, and empowerment. Discuss how leadership is a process.	•	Discussion Topic: Ask students to give specific examples of how they can be empowered as a nurse.	
LEADERSHIP: FIVE INTERWOVEN ASPECTS, p. 5
Process Part 1: The Leader, p. 6
Process Part 2: The Follower, p. 6
Process Part 3: The Situation, p. 6
Process Part 4: Communication, p. 6
Process Part 5: Goals, p. 7	Review Figure 1-1 on the components of a leadership moment and discuss each. Suggest how critical thinking can be applied to: 
1. Diagnosing and analyzing the five elements, 2. Adapting to the situation, and 3. Communicating for effectiveness.	•	Discussion Topics: Ask students, “How do you see leadership assessment now, versus how do you anticipate seeing it once you are practicing?” “Why is communication an important part of leadership?”
	
LEADERSHIP THEORIES, 
p. 7
Trait Theories, p. 7
Feminist Leadership Perspective, p. 11	Review characteristics of leadership, including the importance of vision and trust. Discuss dos and don’ts of leadership. Examine leadership styles: democratic, authoritarian, and laissez faire.	•	Discussion Topic: Ask students to discuss the differences between male and female leadership styles.
	
attitudinal leadership theories, p. 11 Situational Theories, 
    p. 11	Discuss how concern for task and relationship influences attitudinal leadership theories. Review Fiedler’s as well as Hersey and Blanchard’s models, and explain how situational models differ from attitudinal models.	•	Activity: After discussing the theories, have students journal (during or outside of class) about which theory fits their own perspective, why, and how they see themselves using that theory in practice.	
TRANSACTIONAL AND TRANSFORMATIONAL LEADERSHIP, p. 14	Define and distinguish transactional versus transformational leadership.	•	Discussion Topic: Is a transactional or transformational leadership style most effective?
	
CONTEMPORARY LEADERSHIP: Interactional and Relationship-Based,      p. 16
Quantum Leadership,      p. 16
Servant Leadership, p. 16	Explain that health care 
demands that nurses maintain the expertise and information necessary to take action to solve problems; they need leadership that is interactional, relational, and transformational at all levels. Define and contrast quantum versus servant leadership.	•	Small Group Activity: Have groups of students act out different leadership styles for a particular scenario that you describe. Then have a group discussion about what actions revealed each style. 
•	Discussion Topic: What are the major leadership styles? Which style is optimal to use in which situation? 
•	Discussion Topic: What practices are common to most exceptional leadership achievements?	
CLINICAL LEADERSHIP,     p. 16
	Define clinical leadership and discuss how the IOM’s goals relate to it.	•	Activity: Provide names of nurse leaders in your community and describe their professional contributions.	
EFFECTIVE LEADERSHIP,   p. 17

	Describe characteristics of effective leadership. Review Table 1-1 on Tornabeni’s advice. Emphasize that leadership effectiveness is based on the ability to adapt in a complex and chaotic environment.	•	Online Activity: Have students visit http://www.nwlink.com/~donclark/leader/survlead.html to access a Leadership Self-Assessment Activity. Ask students how leaders can use this assessment to identify strengths and areas of improvement.
•	Discussion Topic: What are characteristics of an effective leader? Give an example of an effective leader you know, and explain why and how s(he) is effective.	
FOLLOWERSHIP, p. 18
Types of Followers, p. 18
	Specify the linkage between followership and leadership. Discuss types of followers.	•	Discussion Topic: Define the characteristics of followership and leadership and then have students describe how they are connected.	
LEADERSHIP AND MANAGEMENT IMPLICATIONS, p. 19	Discuss how the size of the profession and the complexity of nursing tasks require leadership.	•	Discussion Topic: How does nurses’ variety of educational backgrounds affect nursing’s need for leadership?	
CURRENT ISSUES AND TRENDS, p. 20	Review demographic data and trends that affect nursing.	•	Discussion Topic: Ask students, “What current issues in leadership concern you?”	
MANAGEMENT OVERVIEW, p. 21

	The recruitment, deployment, 
development, motivation, and leveraging of nurses as scarce resources and prime assets are critical management issues for nursing and health care.	•	Discussion Topic: Ask students if all managers are leaders.
•	Discussion Topic: Have students provide examples of management practices that they have seen in clinical situations.	
DEFINITIONS, p. 21	Define and describe management.	•	Discussion Topic: Ask students what tasks are common to both leadership and management.	
BACKGROUND: THE MANAGEMENT PROCESS, p. 22
Practices That Give Executives the Knowledge They Need, p. 22
Practices That Help Executives Convert Knowledge to Action, 
   p. 22
Practices That Ensure That the Whole Organization Feels Responsible and Accountable, p. 22
Planning, p. 23
Organizing, p. 24
Directing, p. 25
Controlling, p. 26	Define nursing management and describe the practices involved. Define and review the four steps of the management process (Figure 1-6). Discuss the balancing of competing needs: the needs of the staff related to growth, efficiency, motivation, morale, and accomplishment with the outcome of staff satisfaction; and the needs of the employer for productivity, quality, and cost-effectiveness with the outcome of productivity.
	•	Large Group Activity: Quiz Show! Divide the class into two groups. Have students decide within each group who will write out each key term and its definition on an index card. At the next class period, have students sit together as groups. Collect the cards, and read the definitions alternately to the two groups. When a group correctly provides the key term for the definition you read, award a point to that group. Let the group members talk amongst themselves before giving the answer. Choose in advance what prize the winning team will receive, such as no homework for a night or the losing team will write out the definitions for the next quiz show. 	
MANAGEMENT IN NURSING PRACTICE,      p. 26
Two Roles of the Nurse,   p. 26	Discuss the roles of nurse as care provider and integrator. Explain that managers in nursing perform functions that provide an environment and climate to
facilitate delivery of client services.	•	Discussion Topic: How does management in nursing practice differ from management in general?
•	Activity: Invite an exceptional nurse manager as a speaker for the class. Have the manager discuss his or her role.	
MANAGEMENT IN ORGANIZATIONS, p. 27
The Nature of Managerial Work, p. 27
Contemporary Management Theories, p. 29	The manager's role is distinct and important for individual and organizational outcomes because of its direct impact on how and what gets done. Discuss Mintzberg’s managerial skills (Fig. 1-8) and Mintzberg’s model of managerial work (Fig. 1-9). Review the contingency, systems, complexity, and chaos theories of management.	•	Activity: Divide the class into three groups. Assign Group 1 to the three interpersonal roles (figurehead, leader, and liaison), Group 2 to the three informational roles (monitor, disseminator, and spokesperson), and Group 3 to the four decisional roles (entrepreneur, disturbance handler, resource allocator, and negotiator). Have each group discuss each of the assigned roles, the purpose and function for each, and then role-play each assigned role for the entire class.
•	Activity: Have each student choose one of the contemporary management theories, describe it, and explain its advantages and disadvantages in a short paper.
•	Activity: Have students work in small groups to present a video (posted on YouTube if desired) explaining Mintzberg’s model or another contemporary management theory.	
LEADERSHIP AND MANAGEMENT IMPLICATIONS, p. 34	Discuss the different duties of a nurse manager versus nurse executive. Review challenges of balancing day-to-day operations with transformative management and leadership. 	•	Discussion Topic: Which of Curtin’s 10 ethical values in the text is most important for nurse managers?
•	Activity: Have students complete one of the case studies below and then host a group discussion of the answers and rationales to the questions.	
 CURRENT ISSUES AND TRENDS, p. 35	Review issues and trends in access, cost, and quality.	Discussion Topic: Ask students, “What current issues in management concern you?”	

in-class/ONLINE case study
CASE STUDY
Lucille Brown is a nurse manager for a 26-bed critical care unit for a major teaching hospital in New York. She is very relationship- and people-oriented. Nurse Brown encourages and facilitates group discussion and group decision making. Teamwork is the focus for all projects on her unit, and she provides needed resources to the team. Nurse Brown makes sure that everyone has a role on the unit and input into decision making.
1.	(a) What style of leadership does Nurse Brown seem to exhibit most of the time? (b) Where do you predict this places her leadership style in terms of Tannenbaum and Schmidt’s behavioral style continuum?
Answer: (a) Nurse Brown most often exhibits a “relationship behavior” leadership style. (b) This predicts that her leadership will be more democratic than authoritarian.
Rationale: The way people influence others through actions taken and the perspectives of other people is related to leadership efforts and constitutes leadership style. The two major leadership terms are task behavior and relationship behavior, and a leader's leadership style is some combination of task and relationship behavior. Tannenbaum and Schmidt (1973) suggested that a leader might select one of many behavior styles arrayed along a continuum. The continuum ranges from democratic to authoritarian (or subordinate-centered to leader-centered).

2.	In what situations may this leadership style be inefficient? 
Answer: This type of leadership may take longer to implement than authoritarian style, which can sometimes slow things down. It can also be very challenging to get a diverse group of people to come to a consensus and thus take action. Instead, differences can get in the way of focusing on the problem at hand.
Rationale: The democratic style makes output appear to move more slowly and is thought to take longer than using an authoritarian style. Group consensus needs time and facilitation to be fostered. Furthermore, the needs of disenfranchised minority groups must be balanced. Intergroup cohesion is a focus with this style. The challenge of the democratic style is to get people with different professional backgrounds, personal biases, and psychological needs together to focus on the problem and next action steps. Motivating participation is a constant challenge.

3.	What type of leadership style do you prefer your boss to use?
Answer and Rationale: Because this is an issue of personal style, answers will vary somewhat. Use differences in responses as a jumping-off point in a class discussion of leadership styles.