Examining Models of Reflection on Leadership and Management

Examining Models of mirror image on Leadership and ManagementThe final test of a attractor is that he (sic) leaves behind him in a nonher(prenominal) men the conviction and the will to carry on.Lippmann , 1945The quote from Walter Lippmann above highlights a major pct of what a leadership entails. The ability to inspire others to carry on with run for once we have travel on or are not there to lead ourselves is a skill that many of us have to work hard to acquire. Being a leader is not as easy as it sounds. Sometimes a leader has to make unpopular decisions for the reliable of all. How this is achieved is also a skill that good leaders display.The leadership styles in management also vary on the type of mickle that the leader works with. Some need the iron fist, others need the velvet glove. Leadership styles in management hinge on two things, the leader himself and the people around him. The leadership style which the leader chooses ought to ideally be the one which will help him extract the best out of the people around him. So having verbalise that, here are the dominant leadership styles in management.. Good leaders are made not born. If the one have the desire and willpower, he can become an effective leader. Good leaders flummox through a never ending dish up of self-study, education, training, and experience (Jago, 1982). While leadership is learned, the skills and cognition affect by the leader can be square offd by his or hers attributes or traits, such as printings, values, ethics, and character. friendship and skills contribute outright to the go leadership, while the other attributes give the leader certain characteristics that make him or her fantastic.Leadership and management are essential skill for all qualified healthcare professionals. when leadership comes to care for, it is recognised that controls who have leadership capabilities can improve motivational levels of others in the work environment, this helps nurses to have a unconditional attitudes around their work, and to run their daily tasks and responsibilities more effectively. Treat the patients and other staff members with respect, and be able to setting personal goals and objectives. It involves an individuals efforts to influence the behaviour of others in providing direct individualised one in that the primary responsibilities of the nurse and health care personnels in the delivery of nursing care. The process of leadership and management are ground on a scientific approach called problem solving method. The function of these scientific method is to add-on the probability of success for a nurse managers action, given the particulars of a unique environment. In a emblematic nursing environment, there are staff members, clients, managers, situational variables such as polices and norms, and material resources, there are unique science it would be impossible to find this exact environment in another tell or time. The goal of nurses manag er is to identify the environments resources and put them to work as a whole system in accomplishing goals and facilitating growth.Reflection involves describing, analysing and evaluating our thoughts, assumptions, beliefs, theories and action Fade 2005The educationalist and philosopher John Dewey developed his ideas on thinking and learning and focused on the concept of thinking reflectively, defining it as Active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends Dewey 1933.p 9He says reflective thinking as a thinking with a purpose and focused strongly on the need to test out and challenge true beliefs by applying the scientific method through deductive reasoning and experimentation. He implied the emotions and olfactory propertys are part of reflective thinking but , interestingly, this is not something on which he expanded. He made some important assumptions roughly people emphasising our tendencies towards quick solutions, tradition and mental ruts and the pervading influence of culture and the environment upon our thinking. He also emphasised the need the need for thinking to be directly linked with action, demonstrating the pragmatic nature of his philosophy, and suggested that any thinking can be intellectual. Thus emphasising the importance of functional as well as the theoretical.Reflection starts with the individual or group and their own experiences and can result, if utilise to practice, in improvement of the clinical skills performed by the individual through new knowledge gained on reflection. clamp (1980) noted that nurses attitudes largely govern how care is administered to their client and the commonest causes of poor care are ignorance and inappropriate attitudes. This process of reflection, if then related into practice, can assist the individual in gaining the required knowledge, leading to a emf improvement in th e quality of the care received from that individual. The outcome of reflection as identified by Mezirow (1981) is learning. Louden (1991) describes in ordinary language reflection as serious and sober thought at some distance from action and has connotations similar to meditation and introspection . It is a mental process which takes place out of the stream of action, looking forward or (usually) back to actions that have taken place.Reflective devoteReflective practice is associated with learning from experience, and is viewed as an important strategy for health professionals who embrace life foresightful learning. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals. Engaging in reflective practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the happy chance between theory and practice.Models of reflectionIn the models of reflection, I would like to discuss about Gibbs Frame work for Reflection andJohns Model of Structured Reflection- 1.Gibbs Framework for Reflection (Linked with the core skills of reflection)In that constitute 1 Description of the eventDescribe in detail the event you are reflecting on.Include e.g. where were you who else was there why were you there what were you doing what were other people doing what was the context of the event what happened what was your part in this what parts did the other people play what was the result.Stage 2 Feelings and Thoughts (Self awareness)At this stage, try to recall and explore those things that were going on indoors your head. IncludeHow you were feeling when the event started?What you were thinking about at the time?,How did it make you feel?,How did other people make you feel? ,How did you feel about the outcome of the event? ,What do you think about it now?Stage 3 EvaluationTry to evaluate or make a appraisal about what has happened. Consider what was goo d about the experience and what was bad about the experience or what did or didnt go so wellStage 4 AnalysisBreak the event down into its luck parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. IncludeWhat went well?,What did you do well?,What did others do well?,What went wrong or did not turn out how it should have done? .In what way did you or others contribute to this?Stage 5 stopping point (Synthesis)This differs from the evaluation stage in that now you have explored the issue from different angles and have a serve up of information to base your judgement. It is here that you are likely to develop insight into you own and other peoples behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and fairish exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into delineate and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.Stage 6 Action PlanDuring this stage you should think yourself forward into encountering the event again and to plan what you would do would you act differently or would you be likely to do the same?Here the rhythm method is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle- 2 Johns model of structured Reflection. Chris Johns (1994 1995) model arose from his work in the Burford Nursing Development whole in the early 1990s. He envisaged this model as being used within a process of guided reflection. His focus was about uncovering and making explicit the knowledge that we use in our practice. He adopted some earlier work by Carper (1978) who looked at ways of knowing in nursing. According to his model of reflection the ways of knowing are Aesthetics the art of what we do, our own experiences What was I trying to achieve? Why did I respond as I did? What were the consequences of that for the patient? Others? Myself? How was this person (people) feeling? How did I Know this?Personal self awareness How did I feel in this situation? What inbred factors were influencing me?Ethics moral knowledge How did my actions match my beliefs? What factors made me act in an in-congruent way?Empirics- scientific What knowledge did or should have informed me? References C Rodgers (2002) Teachers collage records the voice of scholarship in education Elaine Lymne La Monica (1986) Nursing leadership and management an experiential approach Chris Bulman Sue Schutz (2004) Reflective practice in nursing Gibbs G (1988) Learning by doing A guide to teaching and learning methods. Oxford Further Education Unit, Oxford. Johns C (1995) Framing learning through reflection within Carpers fundamental ways of knowing in nursing. journal of Advanced Nursing 22 226-234