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    sara was faced with a decision to complete a skill herself or delegate to a staff member. watch both examples and think about your reading about the three-skill approach. explain which skill was used in each example and how it ultimately affected patient and staff outcomes. if you don’t agree with either example, can you think of a better decision for sara? explain which skill you would have focused on and why.

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    get sara was faced with a decision to complete a skill herself or delegate to a staff member. watch both examples and think about your reading about the three-skill approach. explain which skill was used in each example and how it ultimately affected patient and staff outcomes. if you don’t agree with either example, can you think of a better decision for sara? explain which skill you would have focused on and why. from EN Bilgi.

    Skills Approach (Ch. 3) – Leadership

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    LEADERSHIP

    LEADERSHIP BAYLEIGH CLARK

    Leadership Videos Photos

    DECEMBER 6, 2016 BAYLEIGH_CLARK

    Skills Approach (Ch. 3)

    What is the skills approach? What are the 3 basic personal skills that Katz outlines? Define and describe each of these skills.

    The skills approach is a process that people use to evaluate potential leaders. It involves discussing someone’s ability to learn and develop leadership skills. The 3 basic skills that Katz outlines are technical, human, and conceptual skills. Technical skill is knowing how to do a specific job or activity. Human skill is pretty self-explanatory, it’s knowing how to work with people of different backgrounds. The third skill, conceptual skill, is to know how to work with ideas and concepts.

    How might group size affect the relative importance of each of the three skills in Katz’ model?

    I think that no matter the size of a group, these three skills are important. The size of the group doesn’t change the importance of having a skillful leader.

    When the skills model was developed, what were Mumford and the other researchers trying to explain? This model delineated components of effective leader performance. List the 3 competencies, define and describe each.

    When the skills model was developed, Mumford and the other researchers were trying to explain that there are capabilities leaders can learn, and it suggests that leadership can be learned by anyone that puts in the effort. The three competencies are problem-solving skills, social judgement skills, and knowledge. Problem solving skills are a leader’s creative ability to solve a problem, regardless of the circumstances. Social judgement skills are skills used to understand people and social systems or situations. Knowledge is the implementation of skills properly.

    Within the Mumford Skills model are Individual Attributes and Leadership Outcomes. Describe and define them and their components.

    Individual Attributes:

    General Cognitive Ability: A person’s intelligence— their ability to be creative and reason. Crystallized Cognitive Ability: Intellectual abilities acquired over time. It is the knowledge people gain from personal experiences.

    Motivation: (willingness, dominance, commitment to the social good)

    Personality: Traits that a person has which help him/her be an effective, relatable leader.

    Leadership Outcomes:

    Effective Problem Solving: Having good problem-solving skills will lead to effective problem solving.

    Performance: These reflect how well the leader has done his/her job.

    Complete Case 3.1. (or 3.2. or 3.3.) and answer all questions.

    Case 3.3

    1. Andy’s success is due to his people-skills— or rather his human skills.

    2. Kelly needs to work on her human skills, Danielle needs to work on her technical skills, and Patrick also needs to work on his human skills. Kelly should work on getting along with her coworkers, while Patrick should work on customer service. Danielle should sit down with Andy at some point and learn the number side to how the business works.

    3. Andy’s approach to his job and his employees is that of a good leader. He helps his employees to be successful, and then to be better than even that. His leadership suggests that you should try to balance all three types of skills in order to be the most effective.

    Rate yourself on the Skills Inventory. What are your leadership competencies? Do your scores suggest that one or two of the skills are stronger? Do you agree with this assessment? Give a personal example to support this. How might you expect your results to change 5 years from now?

    Technical Skill: 25 Human Skill: 28

    Conceptual Skill: 23

    My human skills are stronger than my technical and conceptual skills. I would definitely agree with this assessment because I think it accurately describes my strengths and weaknesses over these three types of skill. I feel like it’s easiest for me to connect with people before anything else when approaching something new. It takes a little longer for me to understand technicalities, and then I struggle with complex concepts. I think that in 5 years I’ll have stronger conceptual skills because I’ll have more knowledge, and also, my brain will be more developed.

    How do the problem-solving skills of leaders and managers differ?

    When leaders solve problems, they do it in such a way that the solution goes beyond what is simply required. Good problem solving creates solutions that are logical, effective and unique. As a manager, problem solving doesn’t need to happen at such a high level. It just has to be logistically applicable. There is less uniqueness and excessive thought that goes into the problem-solving of managers.

    Are social judgment skills the same as emotional intelligence?

    Emotional intelligence is based on how people feel and how leaders reciprocate that feeling back, and understanding the way emotions affect other people. Social judgement is based on the knowledge of people and common reactions that happen because of certain situations. Social judgement also includes stereotypes.

    How does the skills approach fit with the processual nature of leadership? Influence? Group context of leadership? Goal attainment?

    Source : blogs.baylor.edu

    LDR432 Full Course Latest 2020 August (Get Answer)

    LDR432 Principles of Leadership for Healthcare Organizations Week 1 Discussion Discussion Prompt 1 Click here to access and take the Emotional Intelligence (EI) Assessmen

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    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 1 Discussion

    Discussion Prompt 1

    Click here to access and take the Emotional Intelligence (EI) Assessment. Summarize your results. Explain what you can do to adjust your EI results to assist with improving your leadership skills. Support your response with references.

    Discussion Prompt 2

    In this week’s episode of Saving Sara, you saw that getting a job promotion doesn’t necessarily create a leader. Both a management approach and a leadership approach were taken by Sara to handle a situation. Watch both examples and describe the differences between management and leadership. Then, focus on one leadership trait that Sara exhibited. What advice would you give Sara to improve on that specific trait?

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 2 Discussion

    Sara was faced with a decision to complete a skill herself or delegate to a staff member. Watch both examples and think about your reading about the three-skill approach. Explain which skill was used in each example and how it ultimately affected patient and staff outcomes. If you don’t agree with either example, can you think of a better decision for Sara? Explain which skill you would have focused on and why.

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 3 Discussion

    Sara deals with two very different situations in this episode, one with Dr. Acharya, and one with Paula. Based on your readings about the situational approach and path-goal theory, how does Sara’s leadership style and behaviors differ with each interaction? Specifically describe why it is important that Sara approaches her interaction with Paula differently than she does with Dr. Acharya.

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 4 Discussion

    Think about Paula’s character as a whole thus far. She definitely displays characteristics of the “out group” as described in the leader-member exchange (LMX) chapter in your text. Give some examples of why you think this is. How can Sara encourage Paula to display “in-group” characteristics? Throughout this episode, how does Sara display transformational leadership qualities, not just with Paula, but her entire team?

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 5 Discussion

    Sara is overwhelmed and struggling with her confidence as a leader. Based on your readings about the servant leadership approach, discuss the ripple effect that both examples shown could have on her team. Describe what that might look like. What characteristics and behaviors of a servant leader is Sara showing?

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 6 Discussion

    Ellen opened up to Sara about her harassment experiences with Dr. Tkachyck. As you read this week, an adaptive leader utilizes four key components (emotional intelligence, organizational justice, character, and development) to mobilize coworkers to develop a solution. Analyze both scenarios—when Sara filed a report and when she didn’t. Explain what Sara did well as an adaptive leader and where she could improve. Did she show emotional intelligence? Explain why or why not.

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 7 Discussion

    Describe which type of morality Kenny is displaying when he makes the decision to steal medical supplies for the homeless man. Watch both examples of Sara’s reporting decisions and analyze the consequences of each decision. Think about what you learned from the team leadership chapter in your text. What benefits came from Sara reporting Kenny to Cathleen? Why is it important for Sara to not only coach Kenny in this situation, but also build her team and develop an effective organizational team structure?

    LDR432 Principles of Leadership for Healthcare OrganizationsWeek 8 Discussion

    Discussion Prompt 1

    Tomas did not get the care he deserved due to his doctor’s prejudice toward his identity. Sara faced challenges with the same doctor challenging her leadership abilities as a woman. Have you, or someone you know, faced barriers similar to those in this episode or described in this week’s readings? Share an example of a prejudice you have experienced or witnessed without sharing the participants’ personal information. Describe what leadership strategies or qualities you have learned in this course that you feel could now better help you deal with the specific example you shared.

    Discussion Prompt 2

    Complete the Perceived Leader Integrity Scale (PLIS) about Sara. Then, write a few paragraphs reflecting on the leadership traits and qualities she did or did not display.

    PLIS (Perceived Leader Integrity Scale)

    LDR432 Principles of Leadership for Healthcare Organizations

    Source : www.homeworkjoy.com

    Katz Three Skills – Cultivating Your Leadership Capabilities

    6 KATZ THREE SKILLS

    Robert Katz identifies three critical skill sets for successful leaders: technical skills, interpersonal (or human) skills, and conceptual skills. Leaders must possess certain technical skills that assist them in optimizing managerial performance. While these three broad skill categories encompass a wide spectrum of capabilities, each category describes the way in which these skills interact with management at various levels.

    SKILLS OF SUCCESSFUL LEADERS

    Defining Technical Skills

    Of the three skill sets identified by Katz, technical skills are the broadest, most easily defined category. A technical skill is defined as a learned capacity in just about any given field of work, study, or even play. For example, the quarterback of a football team must know how to plant his feet and how to position his arm for accuracy and distance—both technical skills. A mechanic needs to be able to deconstruct and reconstruct an engine, to employ various machinery (lifts, computer scanning equipment, etc.), and to install a muffler.

    Leaders also need a broad range of technical know-how. All industries need management, and management must exist at various organizational levels. A technical skill for a leader might include a working understanding of a piece of equipment: the ability to coach the employee on its operation, as well as communicate to people the basic functions of the machinery.

    Leaders in other corporate roles and at higher levels require critical technical skills. These can include office-based competencies such as typing, programming, website maintenance, writing, giving presentations, and using software such as Microsoft Office or Adobe. Office environments require a complex set of communicative, technological, and data-organization skills in order to optimize managerial performance.

    Successful leaders in an organization must learn to use the technological assets at their disposal, collecting critical information and data to communicate upward for strategic planning. An example of information management is a mid-level manager in the automotive industry who is responsible for recognizing global marketing potential. This individual must be capable of realizing the legal, demographic, social, technological, and economic considerations of entering a market; the manager will use effective research and delegation skills and also consolidate the information into a useful presentation using technological and communicative skills.

    Katz postulates that the higher up in the organization an individual rises, the more conceptual skills (and fewer technical skills) are necessary. Senior managers need fewer technical skills because strategic decision-making is inherently more conceptual; mid- and lower-level skills such as data collection, assessment, and discussion are all more technical. Even so, all disciplines of management require a broad range of skill sets for effective business processes to occur.

    Conceptual Skills

    Conceptual skills revolve around generating ideas through creative intuitions and a comprehensive understanding of a given context.

    Conceptual skills represent one of the three skill sets identified by Robert Katz as critical to leader’s success in an organization. While each skill set is useful in different circumstances, conceptual skills tend to be most relevant in upper-level thinking and broad strategic situations (as opposed to lower-level and line management). As a result, conceptual skills are often viewed as critical success factors of leadership.

    Conceptual thinking is difficult to define but can generally be considered as the ability to formulate ideas or mental abstractions in the mind. Conceptual skills primarily revolve around generating ideas, utilizing a combination of creative intuitions and a comprehensive understanding of a given context (i.e., incumbent ‘s industry, organizational mission and objectives, competitive dynamics, etc.). When combined with a variety of information, as well as a degree of creativity, conceptual thinking results in new ideas, unique strategies, and differentiation.

    While all levels of leaders benefit from conceptual thinking, upper leadership spends the most time within this frame of mind (as opposed to thinking more technically—looking at and working with the detailed elements of a given operation or business process). Leaders are largely tasked with identifying and drafting a strategy for the broader operational and competitive approach of an organization.This strategic planning includes generating organizational values, policies, mission statements, ethics, procedures, and objectives. Creating this complex mix of concepts to use as an organizational foundation requires a great number of conceptual skills—formulating concepts and predicting their effects in an organizational setting.

    While upper level leaders may use conceptual skills the most, all leaders must both understand and participate in the generation of company objectives and values. Of particular importance are the abilities to communicate these critical concepts to subordinates and the ability to gather useful information to convey to upper management so that the concepts can evolve. Collecting the results of conceptual thinking represent a feedback loop. Conceptual skills are important in empowering leaders in all levels of an organization to observe the operations of an organization and frame them conceptually as an aspect of that organization’s strategy, objectives, and policies. Conceptual thinking allows for accurate and timely feedback and organizational adaptability.

    Source : granite.pressbooks.pub

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