Leadership

Research about Normative Accounting Theory
September 3, 2019
Poetry Explication “A Valediction” John Donne
September 3, 2019

Leadership

DL Module guide
Assessment
Assignment briefs and guidance
Assignment Aim
The assignment aims to test your engagement with the learning
outcomes of the module and, in particular, asks you to apply theories
and principles of leadership to your own practice setting AND to
undertake a sustained and objective review of your own leadership
development needs.
Assignment Task
Your assignment for this module consists of two elements, submitted at
the same time but formally structured into two distinct sections. Section
One should be in the region of 2,500 words Section Two should be in
the region of 1000 words
Part 1: Drawing on relevant theories and research, critically compare the
similarities and differences between authentic and transformational
leadership and critically discuss how one these approaches could be
applied to support cohesion and improve performance of a health or
social care team (with which you are familiar).
Part 2: In terms of your own development as a transformational OR
authentic leader, explain and justify your own potential strengths and
development needs . What one SMART action could you take to further
your development as such a leader?
Learning Outcomes Assessed
All module learning outcomes are assessed by the assignment.
Assignment word count
The assignment should total 3500 (maximum word count). Words in
tables and grids is not included though any such tables and grids must
be kept concise and relevant. The reference list at the end of you work is
not included, but the references cited in the body of your text are.
It is important to keep to the word count, if you exceed this the following
penality will be applied
2-5% lose 1 mark
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6-10% lose 2 marks
Over 10% lose 5 marks
Explaining your assignment brief – some useful guidelines
The assignment aims to test your engagement with the learning
outcomes of the module and, in particular, asks you to explore theories
and principles of leadership, identify and discuss your own views on this
and relate this to the practice setting
Assignment Task
As mentioned, your assignment for this module consists of two main
elements, submitted as a single essay, but formally structured into two
distinct sections. The first section should be in the region of 2,000 words.
The second section should be in the region of 1000 words. The
remaining approximate 500 words are for your introduction and
conclusion.
Part 1) Drawing on relevant theories and research, critically compare the
similarities and differences between authentic and transformational
leadership and critically discuss how one these approaches could be
applied to support cohesion and improve performance of a health or
social care team (with which you are familiar).
Note that the terms “critically” has been applied to these writing tasks as
we are are expecting you to draw strongly on the theoretical and
research /evidence based literature to support both your comparisons,
and also your application of theory to practice. By asking you to be
critical we are also asking you to take a mental step back and to
question and to have a view on what you read, its relevance and
significance to your topic and whether the arguments and claims made
are well argued and justified.
Part 2) In terms of your own development as a transformational OR
authentic leader, explain and justify your own potential strengths and
development needs . What one SMART action could you take to further
your development as such a leader?
Note that to help self assess your potential strengths, development
needs in terms of being an authentic or transformational leader, you will
need to use the relevant leadership literature as a reference point and
then draw on different sources of self knowledge e,g through feedback
and self reflection.
SUGGESTIONS/ IDEAS FOR WRITING THE ASSIGNMENT
Please note that the following guide below presents just one way that
you could use to approach your assignment. You are very welcome to
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approach the assignment a different way provided that you meet the
assignment brief written above and demonstrate that you have met the
marking criteria. Do talk with your seminar leader about your ideas and
submit your draft for feedback.
Introduction
This sets the context for the reader, shows why this is an important topic
and explains the the aims and contents of the assignment and the order
in which these will be presented. It is useful to draft this and at the end of
your assignment check that you have covered what you stated that you
would do
Your introduction may include…
Justification of the assignment topic e.g.:
A statement about Leadership, its importance and why it is needed
within the health/ social care sector – cite some current issues, literature
sources to support this.
Why (briefly) leadership is relevant to you, your profession, your
development
What the assignment will be covering and how it will do this
Signpost the reader to the next section of your assignment
Part 1 of the assignment
Then, in the main body of section one, you first need to:
Explain how the concepts of authentic and transformational leadership
emerged – i.e. when and how these ideas arose in the field of leadership
and the similarities and differences you have identified between the two.
NB comparison tables can be included to summarize these, BUT you
must still critically explain your view of the similarities and differences in
words using the literature to support your perspective (as mentioned
above). An interesting point of comparison that you might wish to
include is the degree to which these leadership approaches have been
researched and anything that you can find out about the quality of
evidence subsequently produced.
The next step is to describe, without breaching confidentiality, a health or
social care team that you have known*, and outline what you think are
important about the team’s strengths and weaknesses, particularly
regarding the degree/nature of cohesiveness and aspects that affect this
(e.g.around interpersonal/ interdisciplinary practice coordination,
communication, social cohesion) and performance (e.g around
delivering care/services effectively and efficiently, on time, to the extent
needed, meeting the patients/ clients/ other colleagues/ stakeholders
needs).
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*NB Should you not know a team on which to base your discussion,
please use the team scenario further down this section
Then, using your knowledge of your selected leadership theory,
supported by the relevant literature on this and teams, critically discuss
how this leadership approach could be applied, e.g. in what sort of
circumstances, by whom, in which areas and so on – in order to improve/
address the team’s problems and / or build on strengths.
Finish the discussion by summarizing your ideas and how these could
be taken forwards realistically
Part two of the assignment
Explain where you are in your own career and development and what
your aspirations are in terms of leadership.
Assess where you have reached in terms of being a transformational OR
authentic (AL) leadership – one way you could do this might be to identify
/list the aspects say of authentic leadership and then “score/rate”
yourself against each aspect of AL and also give each of these aspects a
score for how important it is for you in your career/ at you current stage
of personal development.
You would then be able to identify, both where you could develop in this
leadership approach but also what you priorities are
More simply, you draw up a personal SWOT against the elements of AL
or transformational leadership and again justifying the evidence for your
self assessment and discuss which would be a key priority for you to
work on and why.
Whichever way you have analysed your development needs, the final
stage will be to create a simple SMART (Specific Measurable Attainable
Relevant Time- based) plan to take one of your leadership development
priorities forward and make them happen over e.g. the next 6-12 months
Conclusion
Remember to add a conclusion right at the end of your paper that
summarises what you have covered in the assignment and a few key
learning points that you would like to highlight
_____________________________________________________
OPTIONAL TEAM SCENARIO AVAILABLE FOR USE IN YOUR
ASSIGNMENT
* This scenario can be used for the following section in your essay,
should you not have a team that you are familiar with …
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“critically discuss how one these approaches could be applied
to support cohesion and improve performance of a health or social care
team (with which you are familiar)”.
Team Scenario: A Psychological Services Team in the North East of
England
The psychological services team is based in a Mental Healthcare NHS
Trust in the North East of England. It has responsibility for delivering a
mix of specialist in/outpatient clinical services, plus training and
education to a variety of people both within the Trust and external to it.
The external services bring much needed income which not only
supports the department but also provides a valued income stream to
the rest of the Trust
The team and the service it provides is well established, having been in
existence for over 20 years For much of this period it has held a
reputation of national and international excellence based on the quality
and degree of expertise of the staff, however recent feedback from those
receiving the service indicates that there are now issues about the
quality of the services and their value for money compared to other
competitors. Performance in terms of activity levels and income has also
decreased to the point that yearly targets have not been met for the last
two years . The incoming manager (who took over the team less than a
month ago) notes that, if nothing changes, this trend will continue and
this is likely to strengthen the Directorate’s and some members of the
Trust Exec’s current question of whether this service should remain in its
current form or be disbanded and resources distributed elsewhere. She
is determined to help the team get back on track and be ready for future
challenges that emerge within the Trust and from mental health services
more broadly.
The manager has identified a number of practical, systems and process
issues that need to be addressed (not all of which will be popular!) and
beyond this, the requirement for more significant and strategic change,
that both responds to the Trusts needs and provides a suitable direction
for the service.
A little more information about the team ….
Team profile and context
There are 12 people in this team, 4 admin staff and 8 clinicians, of which
2 are nurses and the rest psychologists.
All the team except 2 work part time ranging from 0.3 Whole Time
Equivalent (WTE) to 0.8 WTE.
Though the psychological services team has been in existence for about
20 years, the number of years the current individuals have been part of it
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varies. About a third have been in the team for more than 10 years, a
third for between 5 and 10 years and a third have been with the team for
less than 5 years.
90% hold a role that incorporate education and training both within the
trust and external to it. 10% have a purely clinical role. All are female
10% are in the later stages of their career, 80% mid-career and 10% are
just starting off
All are based on the same hospital site, though 4 are in one location, 2
in another and 6 are in a third location.
Current Team issues
There are major differences generally between nurses and psychologists
both in their opinions about clinical and organisational matters and about
how both of these should be approached . This often leads to
convoluted, terse dialogues at meetings or via email trails, with issues
going round in circles, actions being blocked and nothing being resolved.
The nurses , who feel significantly undervalued, tend to keep quiet at
meetings, unless it is to criticise the way things are being dealt with. The
psychologists state that they have tried to involve the nurses but to no
avail.
Overall, participation levels across the whole team vary significantly e.g.
at meetings and team away days, with just a small cluster of the same
people getting involved nearly every time. Those who do get involved
say that they feel frustrated that they are taking most of the initiative and
responsibility. They have been overheard discussing that this had lead to
a clear imbalance in the distribution of workload, that this is unfair and
their dissatisfaction with the situation is now leading them to withdraw
their good will and flexibility to respond to new work coming in. They are
also starting to take opportunities to criticize the other staff in staff
meetings who, in turn, vigorously defend their level of achievements
within the team.
Divisions are also showing between psychologists in certain specialist
areas who protect their own expertise and involvement, preventing
others from being involved.
There are clear rifts between admin and clinical staff. Admin grumble
that clinicians are not following the department’s requirements and
guidelines, which doubles their workload and causes confusion and
embarrassment when they have to communicate with others members
of the Trust to “sort the mess that the clinicians have created”. Clinicians
see the admin staff as being totally inflexible in their demand and not
understanding what clinicians have to deal with. There has been an
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incident where a member of admin staff lost their temper with one of the
psychologists, shouted (as described by a psychologist present at the
time) abusive comments and left the building for the rest of the day.
External Pressures
Issues are not only from inside the team. Year on year cost improvement
requirements mean that the services have to run on less and less funds
each year, at the same time, the pressure to increase activity and
income continues to rise. The Trust has also made efforts to change the
skills mix , downgrade a number of posts on the basis that the service
should be offering lower level psychological services as these would still
meet patient need and would be supported by commissioners. Despite
these challenges being raised twice over the last three years, this has
been resisted by service on the basis that quality would be compromised
and that it would curtail career progression and lead to subsequent
problems in retention and recruitment. However the team has still had to
accept fairly radial restructuring and a new “round” of this restructuring is
now imminent, leading to uncertainty about the shape of the new
service and peoples roles and opportunities within this.
END OF SCENARIO
_________________________________________________________
_______________________________________
ASSIGNMENT HELP AND SUPPORT
The assignment concepts will be introduced in your lectures so that you
can grasp the key concepts in relation to this, you will have an
opportunity to discuss these with your peers in the learning unit
discussion forums There will also be an online session covering your
assignment (see module timetable above), an opportunity to submit a
draft (see guide below) and it is recommended that you arrange a one to
one session to discuss your progress on your assignment either on line
or on the phone, which ever best suits you learning style. Please do ask
for help when you need it – we are here to support your learning.
Formative (Draft) Assessment and feedback
You will have an opportunity to receive feedback on your plans for the
final (marked) assessment. For this purpose, you will be asked during
the module to submit a 800-1000 word outline of your assignment and
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your draft introduction to your essay via an online submission point on
Moodle. Your outline should include:
1. The title of your assignment
2. Your introductory section, outlining the current health/care context and
the relevance of this question in relation to this
3. A commentary about current direction of travel in leadership theory
and research and where you see transformation and authentic
leadership fitting with this.
4. How you will be approaching the response to the assignment question
i.e. the overal structure of your paper
5 .An indication of the concepts, theories and perspectives/ papers/
books that your work will draw upon to support your discussion
6.An indication of the concepts, theories and perspectives/ papers/books
that your work will draw upon to support your discussion.
If you are returning or new to M level writing please visit the Upgrade
webpage – this has very useful information on academic skills including
writing assignments along with additional tutor support
Submission Weighting: The summative (final) assignment is weighted at
100% – this means that all your marks for the final module assessment
will come from your written assignment
Submission Method: Online submission via Turnitin on Moodle for both
draft work and your final submission
P44820 DL Module guide
Assessment
Marking criteria
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M LEVEL MARKING CRITERIA: P44820 Leadership in Health and
Social Care
This is the criteria, by which we evaluate your work. It is a really good
idea to read this alongside your assignment guidelines, both near the
start of assignment prep and before you submit – this will help guide
you in your writing and also be a final check to make sure that you have
‘covered the ground’
It is written in academic language, so if you have any queries at all,
please ask at the assignment prep sessions and/or on the Q&A forum
which ever is most convenient.
DI
DISTINCTIO
N
70% and
above
PASS
69-60%
PASS
59-50%
REFER/FAIL
49% and
below
PRESENTATION AND PRODUCT MARKS AVAILABLE: 10%
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The work is
presented in
concise and
imaginative
manner and
finished to a
high level of
accuracy.
The style of
presentation
engages the
reader and
enhances
the nature of
the work.
The work is clearly
structured, including
concise purpose,
summaries and overview
statements.
Referencing and cross
referencing is accurate
and accessible. All
material is valid and
relevant and presented
coherently and logically.
The work is
organised and
presented in
an appropriate
academic
style, making
the purpose
and
conclusions
clear. Most
material
included is
relevant and
presented in a
way that
guides the
reader/
observer.
Referencing
and cross
referencing is
largely
accurate.
The work fails
to engage the
reader due to
poor
organisation,
lack of an
overall
structure, poor
technical
writing skills
and/or a lack
of a clearly
defined
purpose.
Referencing
and/or cross
referencing is
inadequate.
Excessive or
irrelevant
materials
detract from
the focus of
the work.
KNOWLEDGE BASE AND PERCEPTION MARKS AVAILABLE: 30%
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Demonstrate
s great
breadth and
depth of
knowledge
in a complex
or
specialised
area,
recognising
the limits of
the current
knowledge
base and
practice/
craft.
Theoretical
and complex
work is well
integrated
with an indepth
understandin
g of practice.
Key texts
are utilised
and
analysed
effectively.
Demonstrates an effective
balance between breadth
and depth of knowledge.
Relevant issues are
broached, with complex
theoretical concepts
recognised and
considered alongside
practice issues. Key texts
are incorporated into
arguments in an effective
manner.
Demonstrates
a sound
knowledge
base of the
topic area,
encompassing
both the
breadth and
depth of
current
knowledge.
Key texts are
recognised.
There is clear
understanding
of relevant
issues, with
links between
theory and
practice fully
explored.
The work
shows only a
superficial
knowledge
base and/or
fails to
recognise
current
thinking on the
topic. The
work does not
convey
understanding
of the major
theoretical and
practice
related issues
relevant to the
topic. Key
references are
omitted and
literature
presented is
sparse and not
current.
DIVERSITY MARKS AVAILABLE: 10%
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DI
The work
demonstrate
s a deep
appreciation
of the
diversity of
people
encountered
in health and
social care.
Issues of
social
justice,
discriminatio
n and
inequality
are
sensitively
and
realistically
explored.
A range of perspectives is
explored with
understanding and
respect.
Diversity is portrayed as a
source of richness.
Explicit mention is made
of the specific challenges
faced by different groups
as a result of their
disability/culture/age/
gender experience/
educational opportunities
Diversity is
accepted as a
reality within
which
judgements
and decisions
are made.
Perspectives
other than that
of the author
are recognised
and explored.
Value
judgements
include
consideration
of issues of
equity and
social justice
The work
presents the
views of the
author only
with no
apparent
consideration
of other
perspectives.
Evidence of
lack of respect
and/or
discrimination
with respect to
different
groups e.g. on
the basis of
culture/age/
race, gender,
ability/
disability,
professional
identity.
DISTINCTION
70% and
above
PASS
69-60%
PASS
59-50%
REFER/FAIL
49% and
below
CRITICAL ANALYSIS AND JUDGEMENT MARKS AVAILABLE:
20%
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Contains clear
and
authoritative
critique across
a full range of
views, theories
and practice
issues related
to the topic.
Sound and
evaluative
comment is
applied to
theoretical and
applied
concepts
Provides
consistent
critical
analysis of a
full range of
views,
theories and
practice
issues related
to the topic.
Recognises
strengths and
limitations.
Comments on
theoretical
and applied
areas are
consistently
evaluative in
nature
Shows an ability to
enquire into a range
of complex issues,
recognising
similarities and
contradictions
between different
viewpoints and
theoretical
models. Work of
others is accurately
and sensitively
assessed and
evaluated, with
a concise summary
presented.
Shows an
inability to
dissect
ideas,
theories and
practice
issues of
others in a
rational
manner.
Work is
descriptive
and fails to
address
controversial
or debatable
viewpoints.
Little or no
evidence of
assessment
and
evaluative
comment is
given. The
reader is left
with a sense
of not
knowing
what the
author is
trying to say.
CREATIVITY MARKS AVAILABLE: 20%
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Demonstrates
novel and
effective
approaches to
generating
ideas, defining
and solving
problems, and/
or developing
action plans
and strategies.
Takes full
account of the
complexity of
knowledge in
relation to the
topic area.
Conclusions
are a precise
reflection of
key issues
Convincing
evidence is
given for
fresh,
imaginative
and realistic
ways of
approaching
problems and
answering
fundamental
questions in
relation to the
topic.
Explores the
topic area
with fluency,
taking
account of
significant
knowledge.
Conclusions
reflect the key
issues
Develops ideas which
are relevant, useful
and acceptable in
relation to the topic.
Explores alternative
understandings and
approaches.
Conclusions take
account of the
important issues
There is little
or no
evidence of
the
development
of ideas in
relation to
the topic
area.
Work
presents
only a
narrow
range of
views.
Conclusions
are not
reflective of
the content
EVIDENCE OF LEARNING MARKS AVAILABLE: 10%
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P4 DL Module guide
Resources – books, web resources and
journals
READING around your topic……
Please note there is not one best book as leadership is a very broad
subject. The important thing is to access a range of books and other
material and to skim read to see whether the style of book suites you
and covers the area that you are interested in.
Shows high
levels of
confidence and
independence
in initiating,
conducting and
evaluating own
work.
Effectively
judges own
abilities and
work with
confidence and
independence.
Uses reflection
to demonstrate
clear and
comprehensive
evidence of
significant
learning and
application of
new insights
Shows
independence
in initiating,
conducting
and
evaluating
own work.
Judges own
work with
accuracy and
sensitivity and
confidence.
Uses
reflection to
demonstrate
clear and
thorough
evidence of
significant
learning and/
or application
to practice in
relation to the
topic area.
Shows responsibility
for planning,
conducting and
evaluating own work.
Demonstrates clear
insights into the
strengths and
limitations of own
abilities and work.
Demonstrates
development of
learning in relation to
the topic area. The
reader has a clear
sense that the author
is reflecting upon and
driving forward own
personal/professional
development.
Is highly
dependent
on tutor
guidance
when
planning and
managing
own work.
Lacks
confidence
and/or
realistic
awareness
of own
abilities.
There is little
or no
evidence of
reflection
and learning
in relation to
the topic
area.
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A note of reassurance – there will be directed reading for each of the
learning units, so the resources here, in these lists, are in addition to
these and aim to give you the opportunity to deepen your knowledge
and understanding and also as a source of resources for your
assignment.
I have included both ebooks and hard copy books and starred * some of
the books that I have found most helpful and easy to read – the more ***
the better I have found them !
There are quite a few more ebooks on leadership and related topics than
listed here, so please do explore the library to check these out.
In the spirit of developing a learning community, there is a forum on the
website for you to share and comment on the books and articles that you
found with your fellow students and tutors.
When looking for articles, try using EMERALD and ACADEMIC
SEARCH COMPLETE – as these are quite user friendly.
If you need help finding articles, books etc the library at Wheatley are
really great as this is where the management literature is stored. You
can contact them by phone on 01865 485869 (Answerphone available
outside opening hours) or by email : Non-urgent
queries: whlibenquiries@brookes.ac.uk
Hope this and the lists below help.
Julia
BOOKS
Most useful textbooks
Barr J and Dowding L (2012) Leadership in Health Care.2nd ed. London:
Sage.*
Beerel A (2009) Leadership and change management London: Sage ***
available as ebook at OBU library
Cameron E and green M (2017)Essential Leadership Developing your
leadership qualities through theory and practice. London:Kogan Page
Cameron E and Green M (2012) Making Sense of Change
Management (3rd edition). London: Kogan Page***
Gill R (2011) Theory and Practice of Leadership. 2nd ed London:
Sage.***
Hartey J and Bennington J eds. (2010) Leadership for Healthcare.
Bristol: The Policy Press** .available as ebook in OBU library
Hickman GR ed.(2010) Leading Organisations Perspectives For a New
Era. 2nd ed. London:Sage**.
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McKimmJ and Philipps K (2009) Leadership and management in
integrated services. Exeter: Learning Matters**. available as ebook in
library)
Northouse PG (2010) Leadership Theory and Practice (5th edition). London:
Sage.***
Pedler M, Burgoyne J and Boydell T (2010) A manager’s guide to
leadership. 2nd ed. London: McGraw-Hill.**
Schein EH (2010) Organisational culture and leadership. 4th ed.
Oxford:Wiley*
Other texts you might find helpful
Avery GC (2004) Understanding leadership paradigms and cases.
London: Sage.
Bishop V (Ed) (2009) Leadership for nursing and allied health care
professionals. Maidenhead: OUP available as e book at OBU library
Whetton DA Cameron, KS and Woods M( 2000) Developing
Management Skills for Europe.2nd ed. Harlow: Pearson*
Covey SR (1999) Seven Habits of Highly Effective People London:
Simon Schuster.
Foster-Turner. J (2006) Coaching and mentoring in health and social
care. Oxford. Radcliffe.
Girvin J (1998) Leadership and Nursing. Basingstoke: Palgrave
Goodwin N (2006) Leadership in Health Care A European Perspective
London: Routledge.
Gopee N and Galloway J (2009) Leadership and management in
healthcare. London: Sage Handy C (1999) Understanding Organisations
(4th edition). London: Penguin*.
Herold DM and Fedor DB (2008) Leading Change Management:
Leadership Strategies that really work. London: Kogan Page.
Manning G and Curtis K (2007) The art of leadership (2nd
edition).London: McGraw-Hill.
Marquis BL and Huston CJ (2006) Leadership roles and management
theory and application (5th edition). Philadelphia: Lippincott Williams and
Wilkins.
Mills JH, Dye K and Mills AJ (2009) Understanding Organizational
Change. London: Routledge
Mullins LJ (2010) Management and Organisational Behaviour (9th
edition). Harlow: Pearson.* Northouse P G (2012) Introduction to
Leadership Concepts and Practice. 2nd ed. London: Sage*
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Pierce JL and Newstrom JW (2006) Leaders and the leadership process
(4th edition) New York McGraw-Hill.
Tomey AM (2004) Guide to nursing management and leadership.
Missouri:Elsevier
WEBSITES
Useful web sites: It is recommended that you visit the Kings Fund
Website as there are several useful reports on leadership and also the
NHS Leadership Academy to look at their new Healthcare Leadership
Model – see access details below.
Free Management library http://www.managementhelp.org/
Huge resource of materials and references on everything to do with
management and beyond, including leadership, group skills, interviewing
and communication.
Leadership Now www.leadershipnow.com A well organised and nicely
presented site that attempts to change the way people think about
leadership. Provides free articles, features and facts.
Literature review on Leadership and Team Leadership – The European
Nursing Leadership Foundation www.nursingleadership.org.uk/
publications/teamreport.pdf
Kings Fund http://www.kingsfund.org.uk/topics/leadership-andmanagement
This is an excellent site – some really good 2014 reports
on Culture and leadership in the NHS and Developing collective
leadership for health care. NB the KF has its own search engine which
is v helpful
NHS Change model site www.changemodel.nhs.uk/
The NHS Change Model has been created to support the NHS to adopt
a shared approach to leading change and transformation
NHS Centre for Innovation and
Improvement www.executive.modern.nhs.uk – this is now ceased to
exist, but there is useful info in their archives
NHS Leadership Academy – look at their Healthcare Leadership Model
at www.leadershipacademy.nhs.uk/resources/healthcare-leadershipmodel/
The Art and Science of Leadership http://www.nwlink.com/~donclark/
leader/leader.html This part of the Big Dog, Little Dog website offers
articles and links exploring numerous aspects of leadership. It includes
free access to a 21 ‘chapter’ leadership guide the first of which,
Concepts of Leadership, provides a basic background on leadership,
while subsequent chapters provide insight into the skills and knowledge
needed for effective leadership. Also, information on teams.
LM Aug 2018
http://www.managementhelp.org/ Huge resource of materials and
references on everything to do with management and beyond, including
leadership, group skills, interviewing and communication.
The Work Foundation http://www.theworkfoundation.com/Reports?
cat=Leadership&sb=DatePublished This has some interesting reports on
Outstanding Leadership
JOURNALS
Note a caution, electronic library has a list of full text journals, but it is
more time effective to find articles on the topics you need via the
electronic data bases. Journals are mainly useful to search if you
already have the reference for a specific article and just need to find it
Indicative List of Journals:
Academy of Management Review
Harvard Business Review
Health Care Manager
International Journal of Public Sector Management
International Journal of Leadership in Public Services, The
Journal of Health Organization and Management
Journal of Management Development
Journal of Nursing Management
Journal of Organizational Change Management Leadership and
Organization Development Journal Leadership in Health Services
Team Performance Management
Training and Development
LM Aug 2018