i have already attached the reading. have to write one paragraph that explains what it is about and what evidence is used to support the arguement. Sole purpose will be to critique the article chosen. I have also attached the ppt. slide 7 has the main requirement of what is expected in this assignment along with examples for how to format the assignment on slide 10. the conclusion and topic sentence are integral part of the submission. it is imperative that you refer to marking guide and lay much much importance on format syle referencing etc.
Assessment 1: One Paragraph Due:19th July, 11pm AEST Length:150 words Conditions:Individual Requirements Please note that bullet points are not acceptable in the 150 word paragraph; responses need to be written in full sentences. This assignment must be submitted through the Turnitin link for this assignment. The following assessment aims to differentiate between the different types of leadership required for developing engaged employees based on awareness and respect of group diversity. It begins the development of Cultural Competence Learning Outcome and Graduate Attribute by facilitating students’ preliminary knowledge and awareness about the different types of leadership required to engage a diverse employee workforce. Activity Pick one journal article listed as a reading for Week 1 or 2. Critically read the journal article and write one paragraph that explains what it is about and what evidence is used to support the argument. Please read next page Marking criteria Sections Assessing criteria Weightage Explanation · Evidence of having read at least ONE journal article from either week 1 or week 2 readings. · Critically review the journal article to determine what the main argument is and what evidence is used to support the argument. 5 marks Essay Style · It is written in essay style. This means that it has a topic sentence, which is followed bysentences that explain the argument and provide support for the argument. The last sentence summarises the argument. · It is approximately 150 words, comprising 4-6 sentences beginning with a topic sentence, and ending with a concluding sentence. 5 marks Total: 10 marks REV_ISS_WEB_JAN_6089_69-4 947..959 ORIGINAL RESEARCH Authentic leadership, performance, and job satisfaction: the mediating role of empowerment Carol A. Wong & Heather K.S. Laschinger Accepted for publication 9 June 2012 Correspondence to C.A. Wong: e-mail:
[email protected] Carol A. Wong PhD RN Associate Professor Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Health Sciences Addition (HSA), The University of Western Ontario, London, Ontario Canada Heather K.S. Laschinger PhD RN FCAHS Distinguished University Professor Arthur Labatt Family School of Nursing, Faculty of Health Sciences, Health Sciences Addition (HSA), The University of Western Ontario, London, Ontario Canada WONG C .A . & LASCH INGER H .K . S . ( 2 0 1 3 ) Authentic leadership, performance, and job satisfaction: the mediating role of empowerment. Journal of Advanced Nursing 69(4), 947–959. doi: 10.1111/j.1365-2648.2012.06089.x. Abstract Aim. To report a study conducted to test a model linking authentic leadership of managers with nurses’ perceptions of structural empowerment, performance, and job satisfaction. Background. Authentic leadership has been proposed as the root element of effective leadership needed to build healthier work environments because there is special attention to the development of empowering leader–follower relationships. Although the influence of leadership style and empowerment on job satisfaction is well documented, there are few studies examining the influence of authentic leadership on nurses’ empowerment and work outcomes. Design. A non-experimental, predictive survey. Method. In 2008, a random sample of 600 Registered Nurses working in acute care hospitals across Ontario in Canada was surveyed. The final sample consisted of 280 (48% response rate) nurses. Variables were measured using the Authentic Leadership Questionnaire, Conditions of Work Effectiveness Questionnaire, Global Job Satisfaction Survey, and General Performance scale. The theoretical model was tested using structural equation modelling. Results/outcomes. The final model fit the data acceptably. Authentic leadership significantly and positively influenced staff nurses’ structural empowerment, which in turn increased job satisfaction and self-rated performance. Conclusion. The results suggest that the more managers are seen as authentic, by emphasizing transparency, balanced processing, self-awareness and high ethical standards, the more nurses perceive they have access to workplace empowerment structures, are satisfied with their work, and report higher performance. Keywords: authentic leadership, Canada, job satisfaction, nurse managers, nurses, performance, structural empowerment Introduction Advances in technology, changes in government funding and policy, a declining economy, health and safety concerns associated with stressful work environments, upcoming retirements of current leaders and projected workforce shortages are transforming healthcare organizational land- scapes (Huston 2008). Organizations are challenged to get © 2012 Blackwell Publishing Ltd 947 JAN JOURNAL OF ADVANCED NURSING leaner, make practices more cost-effective yet improve safety outcomes, attract and retain high-performing staff, be more responsive to patient needs, but otherwise become more effi- cient (IOM 2004, Lowe 2005, Fine et al. 2009). Key ingre- dients in this transformation have been the empowerment of employees, particularly nurses and other healthcare provid- ers and leadership (Ahearne et al. 2005, Laschinger et al. 2009). Efforts to improve the quality and efficiency of health care need the increased knowledge and participation of empowered healthcare providers. Empowered staff have greater authority and responsibility for their work than they would in more traditionally designed organizations (Conger & Kanungo 1988, Kanter 1989, Laschinger 2008). How- ever, the benefits of empowerment are not always realized in today‘s stressful work environments (Ford & Fottler 1995, Ahearne et al. 2005). The biggest challenge for estab- lishing empowering workplaces may reside in the role of effective leadership. Nurse managers create the conditions for nurses’ work by shaping the quality of support, informa- tion, and resources available in work areas (Shirey 2006, Laschinger et al. 2009). In particular, when nurses perceive their leaders as authentic, open, and truthful and involve them in decision-making nurses respond positively to their work, reporting higher work engagement and greater trust in management (Wong & Cummings 2009, Wong et al. 2010). In this study, we used Avolio et al.’s (2004) theory of authentic leadership to develop and test a model linking authentic leadership of nurse managers with acute care nurses’ perceptions of structural empowerment, self-rated performance, and job satisfaction. Background Theoretical framework Authentic leadership theory suggests that leaders who are more authentic draw on their life experiences, psychological capacities (i.e. hope, optimism, resilience, and self-efficacy), a sound moral perspective, and a supporting organizational climate to produce greater self-awareness and self-regulated positive behaviours. This in turn fosters their own and their followers’ authenticity and development, resulting in well- being and genuine, sustained performance (Avolio & Gard- ner 2005, Gardner et al. 2005). In simpler terms, authentic leadership is ‘a pattern of transparent and ethical leader behaviour that encourages openness in sharing information needed to make decisions while accepting input from those who follow’ (Avolio et al. 2009, p. 424). The authentic lea- der builds trust and healthier work environments through four key components: ‘balanced processing’, ‘relational transparency’, ‘internalized moral perspective’, and ‘self- awareness’. Leaders who are authentic use ‘balanced pro- cessing’ by requesting from followers adequate input and perspectives, both positive and negative, prior to making important decisions. They emphasize a level of openness and truthfulness (‘relational transparency’) that encourages others to be forthcoming with their ideas, challenges, and opinions. The authentic leader sets and role models a high standard of ethical and moral conduct (‘internalized moral perspective’) and finally, conveys ‘self-awareness’ by under- standing not only their own strengths and limitations, but how they affect others. Avolio et al. (2004) suggest that, by enacting these behaviours, authentic leaders facilitate higher quality rela- tionships leading to active engagement of employees in workplace activities, which results in greater job satisfac- tion and higher productivity and performance. Authentic leadership theory posits that authentic leaders model and support follower self-determination. ‘Self-determination’ is one’s autonomy or discretion to perform one’s work in the way that one chooses, including making decisions about work methods, procedures, pace, and effort (Thomas & Velthouse 1990, Ilies et al. 2005). Authentic leaders develop follower motivation and self-determination by cre- ating conditions or structures that facilitate two-way com- munication and follower autonomy, providing coaching and constructive feedback, acknowledging followers’ perspectives and interests, and involving them in decision- making (Tetrick 1989, Gardner et al. 2005, Ilies et al. 2005). These structures are consistent with empowerment structures that foster work effectiveness and employee engagement described by Kanter (1977) and suggest a link between authentic leadership behaviours and workplace empowerment. Literature review Authentic leadership The authentic leadership concept is relatively new, but there have been several empirical studies linking authentic leader- ship with work attitudes and outcomes, but very few in health care. Positive relationships between authentic leader- ship and performance (Walumbwa et al. 2008, Clapp-Smith et al. 2009), organizational citizenship behaviour (Carsten et al. 2008, Walumbwa et al. 2008, 2010, Peus et al. 2012), psychological empowerment (Carsten et al. 2008, Walumbwa et al. 2010), trust in management (Clapp-Smith et al. 2009, Walumbwa et al. 2010), organizational com- mitment (Peus et al. 2012), and work engagement (Carsten 948 © 2012 Blackwell Publishing Ltd C.A. Wong and H. Laschinger et al. 2008, Walumbwa et al. 2010) have been shown using samples from various fields such as industry, finance, retail, and corrections. In a survey of 280 acute care nurses in Ontario, Wong et al. (2010) found that nurses’ perception of their manag- ers’ authentic leadership positively predicted trust in the manager, work engagement, voice behaviour, and percep- tions of unit care quality. Authentic leadership had a direct effect on trust (b = 0·43, P < 0·001)="" and="" an="" indirect="" effect="" on="" work="" engagement="" (b="0·22," p="">< 0·001).="" in="" addition,="" giallonardo="" et="" al.="" (2010)="" investigated="" the="" effect="" of="" precep-="" tors’="" authentic="" leadership="" on="" new="" graduate="" nurses’="" (n="170)" work="" attitudes="" (work="" engagement="" and="" job="" satis-="" faction).="" authentic="" leadership="" of="" preceptors="" was="" signifi-="" cantly="" and="" positively="" related="" to="" work="" engagement="" (r="0·21," p="">< 0·01)="" and="" job="" satisfaction="" (r="0·29," p="">< 0·01). structural empowerment kanter (1977, 1993) conceptualizes structural empower- ment as the presence of social structures in the workplace that enable employees to accomplish their work in mean- ingful ways. for kanter, power is the ability to mobilize human and material resources to accomplish work/organi- zational goals and argues that power is gained from access to the necessary information, support, opportunity, and resources in the work setting. these sources of empower- ment are facilitated by the extent to which employees have developed a network of alliances in the organization (infor- mal power) and through jobs that have a lot of discretion, are visible and important to organizational goals (formal power). access to information includes having knowledge of organizational changes and policies and having the required technical information and expertise to perform one’s position. opportunity is provided for workers when they have access to learning and development and can advance in the organization. access to support involves receiving feedback and guidance from subordinates, peers, and superiors. this support facilitates autonomous deci- sion-making and 0·01).="" structural="" empowerment="" kanter="" (1977,="" 1993)="" conceptualizes="" structural="" empower-="" ment="" as="" the="" presence="" of="" social="" structures="" in="" the="" workplace="" that="" enable="" employees="" to="" accomplish="" their="" work="" in="" mean-="" ingful="" ways.="" for="" kanter,="" power="" is="" the="" ability="" to="" mobilize="" human="" and="" material="" resources="" to="" accomplish="" work/organi-="" zational="" goals="" and="" argues="" that="" power="" is="" gained="" from="" access="" to="" the="" necessary="" information,="" support,="" opportunity,="" and="" resources="" in="" the="" work="" setting.="" these="" sources="" of="" empower-="" ment="" are="" facilitated="" by="" the="" extent="" to="" which="" employees="" have="" developed="" a="" network="" of="" alliances="" in="" the="" organization="" (infor-="" mal="" power)="" and="" through="" jobs="" that="" have="" a="" lot="" of="" discretion,="" are="" visible="" and="" important="" to="" organizational="" goals="" (formal="" power).="" access="" to="" information="" includes="" having="" knowledge="" of="" organizational="" changes="" and="" policies="" and="" having="" the="" required="" technical="" information="" and="" expertise="" to="" perform="" one’s="" position.="" opportunity="" is="" provided="" for="" workers="" when="" they="" have="" access="" to="" learning="" and="" development="" and="" can="" advance="" in="" the="" organization.="" access="" to="" support="" involves="" receiving="" feedback="" and="" guidance="" from="" subordinates,="" peers,="" and="" superiors.="" this="" support="" facilitates="" autonomous="" deci-="" sion-making="">