Submission Front Sheet
Assignment Code: ABRQF881HSC32AA
Programme: BTEC Higher National Diploma in Healthcare Practice
Unit Title and Number: Team and Individual Leadership: Mentoring & Coaching Others (Unit)……………………………… (Unit 32)
RQF Level and Credit value: 5: 15 credits
Assignment Title: The effectiveness of relevant theories and principles of team and
individual leadership, coaching and mentoring in healthcare practice
Unit Code: T/616/1667
Module Tutor: Amina Ali
Email: [email protected]
Date Set: September 2, 2022
Registration Number: 25623…………………………………………………….……………..………………
Learner’s statement of authenticity
Student’s Name: ____________Linda Osei___________Student’s ID Number:25623 __________________
I certify that the work submitted for this assignment is my own. Where the work of others has been used to support my work then credit has been acknowledged. I have identified and acknowledged all sources used in this assignment and have referenced according to the Harvard referencing system. I have read and understood the Plagiarism and Collusion section provided with the assignment brief and understood the consequences of plagiarising.
Signature: ____LO_________________________ Date: __30_/__10_/__22___
Is this a Final Submission OR Referral Submission ?
Word Count Turnitin Score
Table of Contents
This particular discussion helps to maintain appropriate ideas about leadership plans and the engagement of mentorship which is essential for dealing with different activities. The purpose here is to state the appropriate mentorship program and evaluate various indications that can be effective to initiate professional development and growth aspects.
P1 Compare relevant theories of team and individual leadership in relation to practice in care environments
Leadership theories associate with the appropriate thinking process and further explain individuals’ ability to manage and handle a team. The three leadership theories that will be discussed here are Great man theory, Behavioural leadership and contingency leadership.
The Great Man Theory celebrates outstanding individual leaders and follows the accomplishments which are highly required to create and concentrate on the different action assistance. Behavioural Leadership describes the understanding about people and task orientation and maintains a combination of appropriate action plans in the leadership process (Goleman, 2000). The Contingency Leadership processes with the ideas about leaders’ influence which is contingent on the different factors and this determines focused leadership approaches (Kipperburger, 2002).
Now considering the care environment, it can be stated that Great Man Theory connects with various traits which are highly appropriate to create and consider applicable action support plans which processes with proper development of ideas and maintains. On the other hand, Behavioural leadership is quite different as it steps away from the trait theory and suggests learning leadership plans which are highly appropriate. The Contingency Leadership focuses on the different situations at hand and it depends on the individual’s leadership style that can be well fitted with the entire context. The behavioural leadership attempts to find the best leadership plans according to the situations whereas the contingency theory presents that there is not any compatible leadership style for the situation generated in the care plans for the patients (Smith et al. 2018). This contingency associates with the effective consideration of doctors, nurses and finally takes care of the entire situation while providing care to the patients. Trait theory associated with the strength and intensity of different activities which can be highly effective to maintain a care plan for any patients and with innate characteristics like managing team, creating coronation, being friendly and showing respect towards opinion can be highly effective in this prospect unlike contingency leadership (Foster-Turner, 2006). However, the major similarities within these three leadership theories is that they process effective patterns of activity planning and consider related ideas which is highly beneficial in managing and creating structured care support plans for the patients by engaging with the team mates.
Coaching and mentoring
The team ‘coaching’ has the particular meaning of leading and persuading staff to adopt a proper solution which can be best for the situation. The philosophy of Gallwey states the idea about performance which is equal to potential minus interference. This is further accompanied by the message that the coaches share with the team members and primarily help to release appropriate self-knowledge and potentially create structured processes.
Figure: 4 stages of coaching and mentoring process
Source: Gardner, 1999
The mentors on the other hand take care of the training plans and advise people after supervising different plans to create focused support based directions.
Models of coaching and mentoring
The two models of coaching associate with Solution-focused coaching and CLEAR Coaching Model.
This solution focused coaching can be defined as the competence based and outcome oriented support approaches to encourage the employees to consider personal responsibilities and focus on the future actions to create personal strength. In the care environment this solution focused approach can be highly beneficial to work effectively because of its problem solving abilities towards any issue and particularly serve the client major support like a patient having any mental illness particularly with a context can get some ideas to curb the negative thought process (Gardner, 1999).
The CLEAR model is primarily used for managing the goal focused approaches and this enables the employee to create and maintain proper changes possible in the activities and through this the appropriate beliefs and behaviours also facilitates for personal and professional development. As an example with the context of the care environment it can be stated that goal focused coaching in this CLEAR model helps to bring proper patient care plans by making it a belief that positive things will happen during the intervention. With the support from the team members the entire work plans can be effectively channelized as the process of patient care plan can strongly create personal and professional development for the carers.
The two models of mentoring connect with functional mentoring and group mentoring.
The functional mentoring plan associates with proper skill management which is required for the current environment and processes with the standard outcome that provides standard benefits for the institution. In the context of the care environment it can be stated that for different psychological and physical requirements for the patients various planning related to skill management of the nursing team members can be considered (Stead, 2005).
The group mentoring process connects with the feedback collection, team communication, networking and communication plans which are effective for group setting. This group mentoring effectively can provide support in the care environment that creates possibilities in managing multiple levels of higher exposures and follow knowledge and expertise of the members which can be beneficial for the patients.
When it comes to mentoring, the benefits of the organization increases and with the standard mentoring program the focused result specific orientation can be implied effectively.
Develop new managers: As a frontliner the managers can work effectively and it has seen that 77% of the senior leaders can see managers as a significant help in achieving various business goals (Kolb, 1984). The better suited action plans and new paths helpfully channelize significant ideas about individual’s commitment towards work and eventually bring more support. In order to increase skills and maintain significant benefits for the other members by enhancing confidence and improving work quality helpfully cater best directions.
Retain high potential talents: The high potential employees work 21% extra than the peers and bring more than 91% value to the organization compared to others. After knowing this it is clear that various benefits are associated with the mentoring plan that helps to retain more top-performing employees (Stober and Grant, 2006). So, investing in the mentoring program can effectively generate focused business outcomes and maintain strong positioning of any organization.
Foster diversity and inclusion: Different studies have pointed out that supporting diversity and inclusion efforts can be highly effective because of the standard mentoring practices. The major considerations have been placed on the future leadership roles management and specifically boost work representation to create growth and development in the long term. It has also seen from a report that mentoring programs help to generate more than 56% support in cumulating focused directions by dedicated diversity plans.
Having a mentor represents effective support for the individual to initiate personal and professional growth. In this context it can be stated that mentees can gain major benefits as individuals gain advice based on their advanced experience and knowledge.
Mentors support growth: Mentors encourage and effectively enable another person’s professional along with personal development and mentees become highly helpful from this as setting proper goals and managing work within that help to follow appropriate feedback. The skills and behaviours of the mentees get shaped by the mentors and quality along with productive workforce management support also becomes highly effective in this.
Mentees gain immense knowledge: Mentors provide significant knowledge to the mentees and the success path becomes all the more effective. With the useful skills and guidance, developing comfortable action plans can prove to be beneficial for the mentees and initially all these practices cater essential support to the mentees. With the support in tracking and accessing information the entire process can effectively get shaped with the help of the mentors for the mentees and they learn about various situations to deal with it perfectly.
Boosts strength and interpersonal skills: The mentors by staying more loyal to the mentees retain best and effective work support plans and these way powerful forms of self-evaluation for the mentees also become possible. Communication also becomes highly effective and this processes with proper ideas and goals that connect with better support indications that enhance strong interpersonal skills. With the standard support plans and engagement through the instructions it is highly efficient to create relevant knowledge based directions (Stead, 2005). The mentees also learn about negotiation and grow professionally as regularly they get to evolve with these practices. With the standard support plans and necessary directions it is highly beneficial for the mentees to follow professional development and connect with more career opportunities.
P5 Create a plan for the delivery of a series of practical mentoring sessions within own work setting to support care assistants
For managing the practical mentoring session it is highly appropriate to create and initiate the standard directions which are highly beneficial for managing the overall context.
Learning activity: The appropriate role play planning will be considered that can take information about different scenarios and maintain the ideas about proper communication, coordination and management of situations. The mentee will accommodate appropriate communication and from that prospect proper skills and behavioural assistance can be channelized and assisted well.
Start date: 01.10.2022
Location: Room 1
Resources: Projector, paper, pens, empty room, worksheets
Assessment: The entire assessment will be done by accessing mentees communication and coordination plans with other team members and patients in a care setting
Strategies: The overall strategy here connects with team learning plans and methods here connect with functional assistance and maintain the coordinated support based inclusion. In this session the discussion has been placed on the patient specific communication plans and engages with the reciprocal relationship management by creating proper guidance and support to the patients (Ramaila, 2020). As an active listener, analytical assistance and managing the goal based implications here associate with proper identity based assistance and focused on the proper support to the patients.
Possible space for evaluation: The evaluation has been done by understanding the patient specific contentment and initiating the overall feedback specific aspects in this segment. The appropriate directions here connect with improved communication, a positive way of thinking to make the process effective and ultimately cater to the best direction which is highly effective to maintain focused assistance (Gardner, 1999). As the weakness was communicating and coordinating so during the entire session the focus majorly has been placed on communication of the mentees and implied support plans for the patients by developing the concentrated action plans that are accessed and presented.
The appropriate concentration on healthcare communication is to understand the process of proper attitude management, follow appropriate intentions, connect with mass audiences and cater proper health specific information which is highly appropriate in this.
1) Shannon-Weaver Model: This model is one of the most influential models used in communication. This deals with different concepts like information source, noise, transmitter, channel, message, channel, receiver, information destination, decode and encode. First the sender sends a message and the transmitter helps to convert the message into the signals, the sender’s message converts into the binary data and through cables the voice gets transmitted.
Figure: Shannon and Weaver model of communication
Source: Shannon and Weaver, 1949
The reception place of the signal helps to convert the signals into messages and the receiver finally receives the message (Shannon and Weaver, 1949). The entire process in healthcare initiates the ideas about proper clear and informative message sharing and maintains the focused assistance that connects with standard guidance and helpfully manages the feedback specific criteria.
2) Goals-Plan-Action Theory: This conceptualizes the idea regarding appropriate processes and maintains the appropriate directions which caters the necessary ideas about intended message specific criteria and develops proper routine which is highly appropriate in this context. The overall communication plan also defines the idea about plan specific assessment and selected action criteria are implied and proposed which can maintain proper plans (Stober and Grant, 2006). If the patients and providers get into several conversations it can be stated that clarity in instructions can cater best evaluations that can be structured and proposed in this.
3) Communication Accommodation Theory: This theory processes with the understanding of individualistic ways to modify the communication behaviour and connect with various aspects so that involved action assistance directions get proposed in this. The applied healthcare communication here processes with prediction of verbal and non-verbal behavioural modifications by making proper behavioural support by managing focused interactions and assistance also projected (Kolb, 1984). Convergence and divergence are the two major concepts of communication accommodation that helps to cater the ideas about interactive action plans and projects the applicable work based criteria has been directed in this prospect (Ramaila, 2020).
Communication theories in mentoring
The advantages here connect with good communication approaches and maintain the focused mentee specific support that helps to enhance the understanding about structured ability management and avoiding any kind of misinterpretation here can be channelized. The communication accommodation theory helps to create structured direction for interpersonal and intergroup communication and seeks to create the applicable plans and processes with better adjustments while adjusting with the communicative behaviour in the social interactions (Cotton et al. 2000). With proper adjustments and support plans the social consequences develop the ideas about constructive pathways that incorporate proper expectations management (Wilson, 2014). On the other hand, goals plan action theory connects with appropriate functional approaches and defines focused ideas so that involvement with activities by specifying various ideas can be channelized and assisted well. The action and goal specific communication makes the mentee to understand the magnitude of information and this can create the structured involvements to cater and best describe focused work involvements and necessary specifications (Buell, 2004). Shannon-Weaver Model connects with different activities and this criteria evaluates the understanding about proper information sharing approaches and maintains focused directions which can direct involved action supports and its necessary directions create the standardized communication specific directions and create the proper assistance through this prospect (Whitmore, 2017). This model provides effective support in order to channelize the ideas about easy and effective information sharing ideas and paradigmatic case assistance efficiently channelized in this prospect.
P7 Discuss own leadership and or mentoring styles as applied in practice within own workplace setting
The appropriate leadership styles help to present the ideas about appropriate action approaches and maintain the necessary action approaches which direct the focused indications that define care related practices. The leadership styles are-
The coercive leader: These coercive leaders tend to put themselves at the centre in order to manage the decision making process and during the effective decision making plans the applicable work system planning and coordinated support involvements can be followed and maintained in this. This planning helpfully directs the supportive leadership approaches and cater focused support outcomes that define coordinated engagement and specifications in this prospect (Beverly et al. 2017).
The authoritative leader: The authoritative leadership here defines the ideas about effective work system plans and driving up the various systems so that standardized implications can be channelized and assisted well. By proposing the structured developmental ideas and maintaining the motivation for the mentees that helps to cater the ideas about positive action pathways in this segment (Whitmore, 2017). With the defined opportunity plans, initiating positive responses can be possible through this.
The affiliative leader: This leadership connects with value based understanding about emotions and behavioral assistance so that structured involvements and assistance can be channelized well. The team specific priority management and consideration of emotional wellness in this prospect also drives entire plans and this enhances communication and work morale for the mentees (Asila and Burrell, 2009). Furthermore, effective team management by providing guidance and team specific assistance also helps to bring effective directions which reduces work stress for the mentees and resolves any conflicts properly.
Details of leadership and mentoring
With the significant support plans and better insights here connects with proper enabling of systems and cater best directions to initiate mentee’s success. The appropriate instructions during any activities also connect with the structured guidance that evaluates team specific benefits and engage with useful skills and assistance by proposing involved decision making ideas. The engagement of significant leadership plans cater to the best directions which evaluates proper learning plans and constructively associate them with the current necessities perfectly (de Haan and Burger, 2014).
The leadership and mentoring specific learning are working perfectly as those cater several benefits while associating with current scenario specific approaches and evolve with the requirements of the care environment. The self-prioritization and its implications have been directed and followed effectively and team’s emotional wellness management also become highly effective (Beehr and Raabe 2003). The leadership plans become highly effective as this allows constructive feedback providence and maintain the flexible working assistance which is perfect to its core. With the standard learning plans, structured decision making and constructive work specific directions which are transparent the entire process becomes highly efficient (Ashkenas, 2015). The significant mentorship process also connects with proper partnership through coordination and engagement with supportive teamwork assistance. This mentorship program ultimately delegates power which emits strong collaborative directions and significantly involves structured directions in this prospect (Barnett, 2008). Furthermore, having to implement wise ideas and connect with inspiring vision can be highly effective that contributes to the individual and team’s success.
Evaluation of right and wrong
It can be stated that proper engagement of emotional assistance to others perfectly works as this supports to develop a team which is perfect and this also creates empathetic scenarios. The power to include in perfect decision making and involvement in the ideas to create systematic action plans can be highly effective in this prospect. Furthermore, it can be stated that some of the decisions are taken by considering ‘self’ evaluations and have not considered others’ opinions which brings chaotic situations.
The above discussion has presented the ideas about the mentoring program becomes enriching and from that aspect various learning has been gathered and the primary one is offering best support to the other people and engaging with analytical decision making. The benefits from such mentorship guidance is numerous and during the role play the assistance becomes highly perfect which caters best possible ways to evaluate current practices.
Ashkenas, R. (2015). Jack Welch’s Approach to Breaking Down Silos Still Works. Harvard Business Review [Online] Harvard Business Review. Available at https://hbr.org/2015/09/jack-welchs-approach-to-breaking-down-silos-still-works
Asila, S, Burrell, D. (2009). The Role of Mentoring in Succession Planning and Talent in Non-Profit and Governmental Organizations. International Journal of Business and Management.
Barnett, J. (2008). Mentoring, Boundaries, and Multiple Relationships: Opportunities and Challenges. Mentoring & Tutoring: Partnership in Learning. 16. 3-16. 10.1080/13611260701800900.
Beehr, T. A., and Raabe B. (2003). Formal mentoring versus supervisor and coworker relationships: Differences in perceptions and impact. Journal of Organizational Behavior, 24, 271-193.
Beverly J. Irby, Julia Lynch, Jennifer Boswell and Kimberly Kappler Hewitt (2017) Mentoring as professional development, Mentoring & Tutoring: Partnership in Learning, 25:1, 1-4, DOI: 10.1080/13611267.2017.1312895
Buell, C (2004) Models of mentoring in communication, Communication Education, 53:1, DOI: 10.1080/0363452032000135779
Cotton, J. L., Miller, J. S., and Ragins, B. R. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43(6), 1177-1194.
de Haan E Burger Y. (2014) Directive Coaching: Structuring with an Objective. In: Coaching with Colleagues. Palgrave Macmillan, London. https://doi.org/10.1057/9781137359209_6
Foster-Turner, J. (2006). Coaching and mentoring in health and social care: the essential manual for professionals and organisations. Abingdon, Radcliffe.
Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York, NY, Basic Books.
Goleman, D (2000) Leadership that gets results. Harvard Business Review, 78, 78-90, available at https://nealandministries.files.wordpress.com/2012/02/goleman-leadership-that-gets-results.pdf
Kipperburger, T. (2002). Leadership styles. Oxford, Capstone Pub.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, N.J., Prentice-Hall.
Ramaila, S. (2020). THE AFFORDANCES OF MENTORING AS A MEANS TO ENHANCE SELF-DIRECTED LEARNING. 7600-7606. 10.21125/inted.2020.2048.
Shannon, C.E. and Weaver, W., 1949. A Mathematical Model of Communication,” University of Illinois Press.
Smith, T., Fowler-Davis, S., Nancarrow, S., Ariss, S. M. B., and Enderby, P. (2018). Leadership in interprofessional health and social care teams: a literature review. Leadership in Health Services, 31, 4, 452-467.
Stead, V. (2005). Mentoring: A Model for Leadership Development?. International Journal of Training and Development. 9. 10.1111/j.1468-2419.2005.00232.x.
Stober, D. R. and Grant, A. (2006) Evidence based coaching handbook : putting best practices to work for your clients. Hoboken, N.J.: John Wiley & Sons.
Whitmore, J. (2017). Coaching for performance: the principles and practice of coaching and leadership. London, Nicholas Brealey Publishing. (GROW model)
Wilson, C. (2014) The-Difference-between-Coaching-and-Mentoring [online] Coaching Culture at Work. Available at: https://www.coachingcultureatwork.com/wp-content/uploads/The-Difference-between-Coaching-and-Mentoring.pdf