The African American Tradition

post has two assignments

1:English-Celtic Tradition

The English-Celtic Tradition, pp. 4 – 15. As you go, pay special attention to the terms that will help you understand conventions of English-Celtic folksong and get you started in your journey through American Music History. The important terms are repeated at the end of every chapter, so there is no need to write them down, unless that helps you remember them.
? The chapter will likely take you no more than a half hour to read (plus time to listen to the musical examples), but if English is not your first language or if you read slowly your time may be longer. This is only to give you a general idea, so please adjust my rough estimates to your own learning style. This online course grants you considerable freedom in planning your own schedule. All you have to worry about as far as deadlines go is the day and time the module closes – after that, no work can be accepted.
?
Listen: As you go, listen to the 5 musical examples embedded in chapter 1, called Listening Cue 1 – 5. Remember, you just downloaded them! They are short – the longest is less than three minutes, the shortest only a minute. Your text for each Listening Cue gives basic information about the recording and things to listen for, but usually the first time through you may wish just to go for a general impression. You may recognize one or more of these. They’ll give you a better idea of early American folk music than any amount of reading could give!

Chapter 2 Student Tasks:
2 Read Chapter 2, The African American Tradition, pp. 16 – 26. As you go, pay special attention to the terms and concepts that will likely be new to you. The important new terms are repeated at the end of each chapter. It should take you less than a half hour, plus time to listen to the musical examples.
3
Listen: As you go, listen to the 5 musical examples embedded in chapter 2, called Listening Cue 6 – 10. Again, they are short – the longest is less than three minutes, the shortest only a minute.

Chapter 4 Student Tasks:
4 Read Chapter 4, Latino Traditions, pp. 36 – 53. As you go, pay special attention to the terms and concepts that will likely be new to you. The important new terms are repeated at the end of each chapter.
5
Listen: As you go, listen to the 6 musical examples embedded in chapter 4, called Listening Cue 16 – 21. Again, they are short – the longest is less than three minutes, the shortest only a minute.

Required Text:
American Music, a Panorama. Concise 5thEd. Lorenzo Candelaria, Coursesmart.com, 2013.

2:Healthcare organization

Order Description

Chamberlain College of Nursing NR-534 HEALTHCARE SYSTEMS MANAGEMENTS

Leadership Style (graded)

Great discussion topic and I hope to participate in some excellent discussions this week!
Course outcomes
2
Differentiate between decision-making, problem solving, and critical thinking, and describe how these approaches are utilized by the registered nurse in coordinating patient care. (PO 2, 6)
6
Describe a patient-centered model that uses clinical pathways, nursing care plans, and multidisciplinary action plans to assist in planning quality-driven and cost-effective care. (PO 8, 9)
Dr. Welling

Discussion Question:

Consider one leader with whom you are familiar in your healthcare organization. Describe this leader’s style. What are the characteristic approaches selected by this leader? Which characteristics do you want to role model? How does this leadership style impact care delivery?

Leadership
“The most dangerous leadership myth is that leaders are born—that there is a genetic factor to leadership. This myth asserts that people simply either have certain charismatic qualities or not. That’s nonsense; in fact, the opposite is true. Leaders are made rather than born.” — Warren G. Bennis (Retrieved from https://getmotivation.com/wbennis.htm)
Leaders are created every day. Every day, we find someone who has had no prior leadership experience thrust into a situation in which courage is required, and he or she steps up to lead. Think of a recent local, national, or global crisis when the news reported heroism; that hero is a leader. Leaders are heroic and they sacrifice to make a difference in the lives of others.
Nurses are leaders. Nurses are heroic and sacrifice to make a difference in the lives of others. Some nurses are formal leaders, some are informal leaders, and some lead through the patient care they deliver. Leaders advocate for their patients and the patients’ families. Leaders see and anticipate needs and have the skills and resources to intervene with positive results. In order to meet the needs of others, leaders must have a specific skill set. In that skill set are communication, delegation, collaboration, time management, teaching, and application of evidence-based practice. The nursing process guides nurses to develop and execute plans, measure and analyze results, and present an evaluation for further consideration of additional action. Nurses work together to achieve short- and long-term patient goals. Thus leadership and leader qualities or characteristics are a part of every nursing experience.
Nursing leaders in formal roles find that additional traits or characteristics include the ability to share their vision so others can clearly see it. They can share the path and will walk the path toward the vision achievement with their staff. These nursing leaders inspire and motivate; they believe that anything is possible.
Leader Traits
Once the leader has generated the vision with the staff, the leader begins the process of inspiration and motivation. There are certain traits or characteristics that will support the leader in creating a professional, inspired, and self-motivated staff. But traits or characteristics make up just one of four components of leadership. These components include (a) a strong and clear belief system that is ethical; (b) values that are focused on the best outcomes for all who are involved; (c) the skills to communicate, plan, and budget to ensure organizational and professional viability; and (d) traits or characteristics that support success.
The traits or characteristics are important and encompass a wide variety of expectations (Peters & Santa Clara University, 2014). As you read through these characteristics, consider the strength that you have for each and where you should focus for improvement.
The first trait is honesty. Leaders must be people whom followers can trust. They must have integrity and open communication in all behaviors. Deception is never tolerated.
The second trait is competency. All actions are based on strong rationale and moral concepts. Decisions are measured and carefully determined. Reaction is not acceptable.
The third trait is forward looking. The vision that is created is aligned with the organizational vision and an understanding of what the leaders expect to achieve and how they plan to achieve it. The priorities for the vision are also directly aligned with the leader’s values.
The fourth trait is inspiring. Leaders are take-charge when appropriate, demonstrating confidence in all that they do. This trait represents the stamina to make the long haul with the mental, physical, and spiritual strength to follow through.
The fifth trait is intelligence. Demonstrating intelligence comes through keeping up to date with the profession and specialty, being active in professional organizations, and taking on work-related organizational duties such as leading a task force.
The sixth trait is fair-mindedness. Leaders endeavor to treat all people fairly regardless of their gender, position, culture, or other diversity factors. Justice is important, and displaying emotional intelligence supports being fair-minded.
The seventh trait is broad-mindedness. Diversity is appreciated, and it is understood that the organization and the patients are served best when those in the organization mirror the population that is served.
The eighth trait is courage. Leaders persevere to succeed even when barriers and challenges must be addressed. This leader demonstrates a calm to guide all through a crisis situation.
The ninth trait is straight-forwardness. Decision making and addressing issues are done with compassion and at the right time. Those who interact with the leader know exactly where they stand.
The tenth trait is imaginative. This trait addresses the think-outside–the-box innovation that is highly valued in organizations. Discovering a new and better way to accomplish tasks, meet productivity, and support the organization’s goals are all part of an imaginative approach.
These ten traits of leadership fall into several broad categories that include (a) physical, emotional, and social aspects; (b) intelligence; (c) communication and experience; and (d) trustworthiness. Striving to achieve high levels of each trait will help the leader have the tools and skills to meet most every challenge of the job.
“We know that leadership is very much related to change. As the pace of change accelerates, there is naturally a greater need for effective leadership.” — John Kotter (Retrieved from https://www.alumni.hbs.edu/stories/Pages/story-bulletin.aspx?num=3059)
Leadership Versus Management
Curiously, there continues to be the question of which is which or whether it really matters when discussing leadership versus management. In today’s healthcare environment, the formal leader leads and manages. The goal would be to strike a balance between the two performance criteria. As we move through this discussion, think of your current or most recent formal leader. See if you can determine if this leader has an even balance between the two roles or if your formal leader leans one way or the other.
The general consensus is that a leader is inspirational, driven, and admired. The manager, on the other hand, is considered to be task driven, watching every detail, and passing out criticism. From a discussion point of view, we often see the terms leader and manager used synonymously. But are they really the same? Leaders have been identified in all types of venues from the beginning of civilization (it is as fundamental as raising a child: the parent becomes the leader). However, the idea of a manager is relatively new, beginning with the industrial age and large corporations. These corporations hired unskilled workers who required training, control, and direction to get their jobs done.
The desire to determine the definitions and associated characteristics of leaders and managers comes from the need to select the best people to fulfill these roles and to be able to evaluate their performance. Currently transformational leadership, first theorized in 1978, is in favor, but it continues to fall short of unifying the leader-manager debate. Some of the characteristics that are found in both the leader and the manager include (a) alignment within the organization of tasks, goals, and outcomes; (b) motivating those who work under them; and (c) determining the use of available resources to achieve outcomes (Marker, 2010). A manager is thought to plan and budget, whereas a leader is expected to determine the direction of the plan. The manager works in a narrow scope and maintains clear control and stability within this span of control. Leaders are thoughtful and develop goals that are aligned with the organization’s vision and values. A manager is to focus on control and problem solving and the leader motivates and inspires the workforce. The role of the manager is to (a) produce policies and procedures; (b) develop standards of care; (c) ensure consistency and predictability in work; and (d) ensure that there is order (Marker, 2010). Leaders are to produce change but may produce chaos and failure.
Combining the two roles defines the requirement for the current nursing leader of today who is a combination of the leader-manager characteristics. Today’s nursing leader is bright, well educated, sees a vision, and knows the resources to help achieve it. The nurse leader budgets and maintains productivity as well as inspires the staff to work hard to meet the needs of the patients. The nurse leader is a developer of policies, procedures, and standards of care and ensures that patients have a consistent and predictable evidence-based care experience. Yet the challenge in nursing is that most people do not have the skills to be both a high-quality manager and an inspirational leader.
The higher up in the organization, the less leading occurs and the more managing takes over. These formal leaders are farther from those whom they would inspire and motivate and have more responsibilities and accountability for manager-related tasks. Leader and manager roles are different. A mix of strong skills in both areas of leadership and management are needed for the organization to achieve its goals. However, there is no clear understanding of what percentage of the formal leadership group should be strong leaders and what percentage should be strong managers. There is a place for both. For those who are inspired to lead, there must be a clear understanding that managing is a large part of the job. If the new leader does not appreciate this aspect of the role, he or she will become disillusioned and frustrated in the role. In nursing, there are some leadership roles that are clearly management positions, which include quality assurance, risk management, and nurse educator. There are other roles that may even have the word manager in the title but actually are more leadership-oriented, such as clinical manager. The take-away message is that through understanding the expectations for the role of leader and the role of manager, those who ascend to formal leadership positions in the organization will be better prepared to apply the appropriate characteristic to the need that is presented.
Leadership Styles
Across the decades, many leadership styles have been identified and articulated. Those that are most salient today for nursing include transactional, transformational, and situational leadership styles (Giltinane, 2013).
The transactional leader is one who has a stronger management focus (Giltinane, 2013). This leader will offer inducements to gain staff compliance. The inducements must be something desired in order for them to be effective in achieving staff satisfaction. For example, offering vegetarians meat pizza would not be an inducement; a catered vegan meal would have more appeal. The challenge for the transactional leader is that with the manager focus there can be a disconnect between the values of this leader and those of the staff. The transactional leader is very effective in ensuring that deadlines are met, as well as in situations when a crisis requires quick and decisive action without negotiation, such as in a cardiac arrest. Some criticism of these leaders is that the nursing staff takes cues for care from the leader. This leads to a task-oriented staff for which meeting the needs of the whole patient may be missed. The classic concept of an autocratic leader would fit under the heading of transactional leadership with all of the positive and negative connotations. Some of those connotations are authoritarian decision making, closed-mindedness, and strictly enforced rules. In tough environments, these leaders are often appreciated for what they can accomplish but are not well liked. These leaders accomplish tasks through the use of reward and punishment. Unfortunately these leaders generate fear in the staff that has no collaboration on any decisions in the unit, division, or organization.
The transformational leader focuses on the potential of those who work with them (Giltinane, 2013). These leaders are considered inspirational. The transformational leader has a clear vision, communicates rationally with staff, and determines what each staff member desires. Through the meeting of the needs of each staff member, the level of satisfaction with the leader and the organization increases. Additionally, this leader includes staff as collaborative partners for decision making when appropriate. The transformational leader is similar to the classic democratic leadership style that supports and respects staff, believing that they are motivated to do the right thing. The transformational leader is a guide for staff rather than a controlling force. This type of leader functions much like a facilitator to ensure that staff members consider the options prior to making choices. This type of leadership engenders motivation, inspiration, and creativity among the staff. There is some literature to support that the use of this leadership style will improve patient outcomes and work environments. The biggest issue with transformational leadership style is that it misses the mandatory components of the leader position that requires discipline and evaluation.
Situational leadership style is a combination of skills from various leader styles that are applied based on the issue in the environment that must be addressed (Giltinane, 2013). This means that in a cardiac arrest, this leader would adopt the transactional leadership style and in decisions when there is time for collaboration, this leader would assume the transformational leadership style. These leaders are flexible and have the ability to identify when and what style would be most appropriate to employ. The popularity of situational leadership is growing as the disadvantages of a strictly transactional or transformational leader are more widely discovered.
Summary
Leaders, managers, and leadership styles offer many opportunities for nurses to appreciate their perspective on these matters and to select the aspects of each that resonate with them. The skills of the leader can be learned, and through personal reflection and asking for feedback from those whom you lead, you will get a fair appreciation of your style. If you are happy with the results, fine tuning the aspects of the style that you select will place you in a position to obtain the next position that requires that skill set. If you are unhappy with the results, finding a mentor who has the attributes of leadership that you want to develop will give you the role modeling and feedback necessary to gain new skills and prepare for the leadership role that you desire.
References
Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680.
Giltinane, C. L. (2013). Leadership styles and theories. Nursing Standard, 27(41), 35–39.
Marker, D. (2010). Leadership or management? Management Quarterly, 51(2), 31–34.
Peters, T. & Santa Clara University. (2014). Traits of a good leader. In D. Clark, Character and traits in leadership (para. 9). Retrieved from https://www.nwlink.com/~donclark/leader/leadchr.html#traits

Marquis, B. L. & Huston, C. J. (2014).Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
• Chapter 2: Classical Views of Leadership and Management (review)
• Chapter 3: Twenty-first Century Thinking about Leadership and Management (review)
Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680. link to article
Economy, P. (2013). 7 traits of highly effective leaders. INC. link to article
Center for Creative Leadership (CCL). (2011). Addressing the leadership gap in healthcare. link to article
Leadership styles impact staff retention, morale. (2011). Clinical Trials Administrator, 9(8), 89–90. link to article
Lunenburg, F. C. (2011). Leadership versus management: A key distinction—at least in theory. International Journal of Management, Business, and Administration, 14(1), 1–4. link to article
Prive, T. (2012). 10 qualities that make a great leader. Forbes. link to article
Tracy, B. (2013). 7 essential qualities of all great leaders. link to video

Celtic Tradition