Faculty Notes (Health and Wellness specific)



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College of Natural Sciences

Faculty Notes

HCS/475 Version 4

Leadership and Performance Development

Copyright

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Module Revision History

|MODULE CODE |REVISION(S) DETAIL |

|HCS475r1FN |11/1/2007 Original course developed |

|HCS475r2 |11/01/2008 Textbook edition update |

|HCS475r3 |11/13/2009 ERR update |

|HCS475r4 |5/01/2012 Programmatic assessment |

Course Overview

COURSE DESCRIPTION

THIS COURSE PROVIDES STUDENTS WITH AN OVERVIEW OF LEADERSHIP THEORIES TO ASSIST IN THE DEVELOPMENT OF EFFECTIVE LEADERSHIP SKILLS. STUDENTS WILL DISCUSS WORKPLACE CHANGE AND THE LEADER’S ROLE IN THE CHANGE PROCESS, AS WELL AS EXAMINE AND ANALYZE EFFECTIVE PERFORMANCE INDICATORS FOR STAFF AND ORGANIZATIONAL GOALS.

TOPICS AND OBJECTIVES

WEEK ONE: LEADERSHIP THEORY

• Differentiate between leadership and management.

• Discuss leadership theories.

Week Two: Change Is Constant

• Identify elements of an effective health care work group.

• Identify roles and responsibilities of management and leadership within the health care industry.

• Construct a conflict management plan.

• Discuss the manager’s role in implementing change.

Week Three: Role of the Leader

• Summarize the importance of accountability.

• Identify tools for motivating and empowering staff.

Week Four: The Process

• Explain the delegation process.

• Summarize the problem-solving process.

• Examine the decision-making process in a real-world context.

• Examine ethical considerations in leadership within health care.

Week Five: Building for Leadership

• Discuss positive modeling and mentorship.

• Apply the decision-making process to a health care leadership decision.

Week One Faculty Notes

Leadership Theory

• Differentiate between leadership and management.

• Discuss leadership theories and traits.

Administrative Notes

• DISTRIBUTE THE COURSE SYLLABUS. DISCUSS POLICIES, PROCEDURES, EXPECTATIONS, AND ASSIGNMENTS.

• Ensure that students have copies of the program handbook. Provide any directions necessary for locating it on the student website.

• Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.

• Discuss the role of Learning Teams in the course, highlighting the specific demands for each modality.

• Facilitate the formation of Learning Teams.

• Preview the learning objectives and content for this week.

• At the end of the class or week, review key content points and preview the content of the next week.

• Ensure that you have received all assignments that are due.

• All classes are four hours in length. All Learning Team meetings are five hours in length.

• Discuss the Learning Team Charter and Learning Team Logs, instruct students to obtain your approval of these documents, and reiterate the need for having designated meeting times and places.

• The discussion question points are now combined with the participation points for each week. You, as the instructor, may create a separate line item for discussion question points if you choose. Please note that some assignment points may have changed.

Content

1. LEADERSHIP THEORY

a. Differentiate between leadership and management.

1) Leadership

a) A leader uses interpersonal skills to influence others to accomplish specific goals.

b) Autocratic leadership assumes individuals are motivated by external forces; therefore, the leader makes all decisions and directs the followers’ behaviors—for example, military assignment.

c) Democratic leadership assumes individuals are motivated by internal forces; therefore, the leader uses participation and majority rule to make accomplishments.

d) Laissez-faire leadership assumes individuals are motivated by internal forces and should be left alone to complete work; therefore, the leader provides no direction or facilitation.

e) Bureaucratic leadership assumes individuals are motivated by external forces; therefore, the leader trusts neither followers nor self to make decisions and relies on organizational policies and rules.

f) Transactional leadership is based on principles of social exchange theory, in which social interaction between leaders and followers is essentially economic, and success is achieved when needs are met, loyalty is enhanced, and work performance is enhanced.

g) Transformational leadership is based on principles of social exchange theory, in which social interaction between leaders and followers is essentially economic, and success is achieved when needs are met, loyalty is enhanced, and work performance is enhanced.

h) Relational (connective) leadership places value on collaboration and teamwork. Interpersonal skills are used to promote collegiality in achieving goals.

i) Shared leadership is an organizational structure in which several individuals share the responsibility for achieving organizational goals

j) Servant leadership is based on the premise that leadership originates from a desire to serve; the leader emerges when others’ needs take priority.

2. Management

1) A manager is an individual employed by an organization and is responsible for efficiently accomplishing the goals of the organization.

2) Management functions

a) Planning

b) Organizing

c) Directing

d) Controlling

3) Levels of management

a) First level: first line manager

b) Middle level: supervises a number of first-level managers

c) Upper level: top executives to whom middle-level managers report

a. Discuss leadership theories and traits.

1) Trait

a) Leader-centered and focused on defining what leaders are: Formal leaders exercise legitimate authority conferred by a position within an organization.

1) Positive example—Nursing Director for Surgical Services—This position already comes with authority and holds this person accountable for the surgical services outcomes.

2) Negative example—Nursing Director for Surgical Services—This position may have the authority and title, but they may never become a leader

b) Informal leaders do not have a specified management role: for example, a nurse on staff who leads staff to complete a task for IV dressing changes per policy. This nurse has no more authority than her peers, but he or she is able to lead the group to accomplish a task

c) Focused on characteristics of leaders

1) Intelligence

2) Personality

3) Abilities

2) Behavioral

a) Early 1930s: Behavior theories focus on abilities and behaviors of leaders.

b) Douglas McGregor

1) Theory X and Theory Y

2) Related theory after Maslow’s theory

3) Each person is a whole individual, living and interacting within a world of other individuals. What happens to one person happens as a result of behavior of other people.

c) Rensis Likert’s Michigan Study identified the following four basic leadership styles:

1) Exploitative/authoritative

2) Benevolent/authoritative

3) Consultative/democratic

4) Participative/democratic

d) Blake and Mouton’s managerial grid

1) Two-dimensional leadership model

2) Vertical axis—concern for people

3) Horizontal axis—concern for production

e) Kurt Lewins

1) Conducted in the 1930s

2) Studied the following three leadership styles:

a) Autocratic

b) Democratic

c) Laissez-faire

f) Contingency theories

1) Leadership behaviors range from authoritarian to permissive and vary relation to current needs and future probabilities

2) Fidler’s contingency theory (1967) states that a leader is most effective when he or she matches the leadership style to situational factors.

3) Hersey, Blanchard, and Johnson (2001) expanded on Fidler’s theory. They believed the four distinct leadership styles are prescribed, according to the readiness and ability of the followers.

g) Contemporary theories

1) Contemporary theories are a fusion between trait, behavioral, and contingency theories and blended with quantum theory.

2) Quantum leadership is based on chaos theory.

3) Charismatic leadership is based on valued personal characteristics and beliefs.

Discussion Questions

1. HOW ARE CONTINGENCY AND CONTEMPORARY THEORIES DIFFERENT? WHAT IS A LEADERSHIP STYLE YOU WOULD FIND FOR EACH THEORY? IN WHAT SITUATIONS MIGHT THAT LEADERSHIP STYLE BE MOST EFFECTIVE?

2. What is one thing contemporary theories say about relationships? How might a contemporary leadership style benefit an organization?

3. Who in your life has been an influential leader? Which aspects of the three theories—behavioral, contingency, and contemporary—best represent their leadership style? Why?

4. Mandatory: Provide one leadership characteristic for each of the three theories: behavioral, contingency, and contemporary. How might you incorporate these characteristics into your own personal leadership style?

5. Mandatory: How is a leader different than a manager? What are the traits of an effective leader? What are the traits of an effective manager? Be sure to identify specific, real-world examples.

**Classroom** Students are required to demonstrate understanding of the concepts in questions 6 and 7. Faculty may use their discretion for measuring understanding. Students may handwrite answers in class, submit answers to their Personal Folders on OLS, or submit to the Main forum on OLS to facilitate discussion.

Learning Activities (optional)

FOR GENERAL ACTIVITIES AND RESOURCES, PLEASE REFER TO FACULTY RESOURCE GUIDE AT

Week Two Faculty Notes

Change Is Constant

• Identify elements of an effective health care work group.

• Identify roles and responsibilities of management and leadership within the health care industry.

• Construct a conflict management plan.

• Discuss the manager’s role in implementing change.

Administrative Notes

• ANSWER ANY CONTENT OR LOGISTICAL QUESTIONS RESULTING FROM THE PREVIOUS WEEK.

• Check on the progress of Learning Team projects.

• Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.

• Preview the learning objectives and content for this week.

• At the end of the class or week, review key content points and preview the content of the next week.

• Be sure that you have received all assignments that are due.

Content

1. CHANGE IS CONSTANT

a. Identify elements of an effective health care work group.

1) Establishing rules of engagement

2) Deconstructing the culture of individualism

3) Principles for teamwork: elements of good partnerships

a) Equity

b) Accountability

c) Ownership

4) Creating a team-based culture

a) Valuing differences

b) Individual roles within the context of a team

5) Working with the organization as a whole and with other departments

6) External customers and patients

7) Followers versus leaders: What are effective followers?

b. Identify roles and responsibilities of management and leadership within the health care industry.

1) Discuss typical health care manager responsibilities.

a) Budget

b) Management of resources

c) Management of staff, including managing change

d) Education and development of staff

e) Quality and safety

2) Discuss the typical health care leader role.

a) Inspires staff to reach new levels of performance

b) Encourages decision making at the point of service

c) Empowers staff

d) Utilizes the team to make decisions

e) Provides mechanism for a blame-free discussion that leads to evaluation and improvement of processes

3) How do health care manager and leader roles and responsibilities compare?

a) How do they contrast?

b) How is power determined or granted?

c. Construct a conflict management plan.

1) What is conflict?

a) Where?

b) Who?

c) Why?

2) Conflict situations

3) Seeing the signs of conflict

4) Approaches to handling conflict

d. Discuss the manager’s role in implementing change.

1) Change theories:

a) Lewin’s force-field model: Change involves the following three elements.

1) Unfreezing

2) Moving

3) Refreezing

b) Lippitt’s phases of change

1) Diagnosis of problem

2) Assessment of motivation to change

3) Assessment of change agent’s motivation and resources

4) Selecting progressive change objectives

5) Choosing an appropriate role for the change agent

6) Maintaining change once started

7) Termination of helping relationship with the change agent

c) Havelock’s model

1) Building a relationship

2) Diagnosing the problem

3) Acquiring relevant resources

a) Choosing the solution

b) Gaining acceptance

c) Stabilization and self-renewal

d) Roger’s diffusion of innovations: the process of change

e) Assessment

1) Identify the problem or opportunity for improvement.

2) Collect data.

3) Analyze data.

f) Planning – Analysis of the who, when, and how of the change process: Managers need to plan for resources necessary to make the change, establish control points in the process and provide frequent feedback.

g) Implementation: Managers must create a supportive climate for change.

1) Methods to change individuals: Involve key supporters of the change so that their enthusiasm can motivate others.

2) Methods to change groups: The greatest influence is achieved when groups are made up of closely related positions in the organizations.

3) Time involved to effect change

4) Difficulty involved

5) Knowledge to

6) Attitude to

7) Individual behavior

8) Group behavior

h) Evaluation

1) Evaluate effectiveness: At each control point, monitor the operational effectiveness objectives. Adjust as necessary to meet goals.

2) Stabilize the change: Maintain feedback and performance monitoring so that old behaviors do not return.

i) Change agent strategies

1) Power-coercive

2) Normative-reeducative

3) Empirical-rational

j) Resistance to change

1) Problem-solving change process guidelines (pp. 224 & 225 in Effective Leadership and Management in Nursing)

2) Describe ways resistance to change manifested.

3) Actions to be avoided when implementing change: Announce change without laying a foundation.

4) Ignore or offend powerful or influential people.

5) Violate authority and communication lines.

6) Overestimate your formal authority.

a) Make a poor decision about what change is needed and not be open to critique of that decision.

b) Put people on the defensive.

7) Underestimate the perceived magnitude of change.

k) Benefits and disadvantages of change

1) Personal beliefs about change

2) Agree or disagree with process? Discuss this further.

Discussion Questions

1. WHAT ARE A FEW TECHNIQUES MANAGERS CAN USE TO IMPROVE THE ATTITUDES OF A STAFF MEMBER WHOSE MORALE IS LOW? HAVE YOU SEEN THESE SAME TECHNIQUES IMPLEMENTED SUCCESSFULLY? WHAT WERE SOME OF THE KEYS TO SUCCESSFUL IMPLEMENTATION? IF THEY WERE UNSUCCESSFUL, WHAT WOULD YOU RECOMMENDED THEY DO DIFFERENTLY?

2. How could a manager help others overcome their fears and uncertainties of upcoming change?

3. Provide an example of a time when management presented you with an organizational or procedural change. What steps did management take to implement and communicate the change? What was the impact of that change on employee morale and production? If you had been the management, what would you have done differently in that scenario?

Learning ACTIVITIES (optional)

FOR GENERAL ACTIVITIES AND RESOURCES, PLEASE REFER TO FACULTY RESOURCE GUIDE AT

Week Three Faculty Notes

Role of the Leader

• Summarize the importance of accountability.

• Identify tools for motivating and empowering staff.

Administrative Notes

• ANSWER ANY CONTENT OR LOGISTICAL QUESTIONS RESULTING FROM THE PREVIOUS WEEK.

• Check on the progress of Learning Team projects.

• Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.

• Preview the learning objectives and content for this week.

• At the end of the class or week, review key content points and preview the content of the next week.

• Be sure that you have received all assignments that are due.

Content

1. ROLE OF THE LEADER

e. Summarize the importance of accountability.

1) Elements of ownership

2) Individual accountability

3) Team accountability

4) Value of accountability

5) Effects of accountability on decisions

a) Shared decision accountability

b) Acceptance of an error

6) Error management

a) Process for change

b) Process to promote excellence

7) Leader’s role

f. Identify tools for motivating and empowering staff.

1) Motivational theories

a) Content theories

b) Process theories

c) Reinforcement theory

1) Operant conditioning

2) Punishment

3) Extinction

4) Shaping

2) Staff development

a) Needs assessment: an evaluation of learning needs in a select population. There may be mandatory learning needs from a regulatory standpoint or educational needs based on new procedures and processes. A needs assessment allows leadership to systematically determine the learning needs of the staff.

b) Planning: the preparation for learning, including obtaining materials and matching learner needs with educational methods. Leaders must understand what the learning objectives are and how they are matched with the educational methods. Is it a skill best taught in a skills lab, or is it theory best discussed in a classroom? It may require a combination of both methods.

c) Implementation: bringing together materials, methods, speakers, and learners. Coordination of all materials, educators, and learners is needed for learning to take place. This requires the materials, practice time with new knowledge, and feedback on performance.

d) Evaluation: the investigative process to determine whether outcomes were achieved and to what extent. Educators should incorporate four evaluation criteria, including learner reaction, learning acquired, behavior change, and organizational effects.

e) Performance: promoting excellence

f) Coaching

1) Evaluating problems

2) Ways to resolve problems

g) Educational development

1) Continuing education

2) Individual or unit needs

h) Maintaining certification and licensing

1) Expectations of work roles

2) Implications of supervision related to affected license

Discussion Questions

1. WHAT ARE SOME OF THE WAYS YOU HAVE SEEN EMPLOYERS MEASURE THE ACCOUNTABILITY OF THEIR STAFF? WERE THESE MEASUREMENTS EFFECTIVE? WHY OR WHY NOT? WHY IS MEASUREMENT OF ACCOUNTABILITY IMPORTANT TO AN ORGANIZATION?

2. What tools and techniques do health care organizations use to empower their staff? How do they ensure the tools and techniques they are using are implemented effectively?

3. How would you empower yourself as a leader when there is a negative morale and resistance from staff?

4. Mandatory: What tools and techniques would you use to motivate your staff if you were the head of a nursing home? Would your tools and techniques differ if you were the head of a hospital? Why do you think those tools and techniques would work or not work given your specific environment?

**Classroom** Students are required to demonstrate understanding of the concepts in question 5. Faculty may use their discretion for measuring understanding. Students may handwrite answers in class, submit answers to their Personal Folders on OLS, or submit to the Main forum on OLS to facilitate discussion.

Learning Activities (optional)

FOR GENERAL ACTIVITIES AND RESOURCES, PLEASE REFER TO FACULTY RESOURCE GUIDE AT

Week Four Faculty Notes

Processes

• Explain the delegation process.

• Summarize the problem-solving process.

• Examine the decision-making process in a real-world context.

• Examine ethical considerations in leadership within health care.

Administrative Notes

• ANSWER ANY CONTENT OR LOGISTICAL QUESTIONS RESULTING FROM THE PREVIOUS WEEK.

• Check on the progress of Learning Team projects.

• Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.

• Preview the learning objectives and content for this week.

• At the end of the class or week, review key content points and preview the content of the next week.

• Be sure that you have received all assignments that are due.

Content

1. THE PROCESSES

g. Explain the delegation process.

1) Five steps

a) Define the task.

b) Decide on the delegate: level and role of the delegate.

c) Determine task expectations.

d) Reach an agreement.

e) Monitor performance and provide feedback: benefits of delegation

f) Benefits to manager – will-free manager to work on managerial tasks: planning and coordinating activities.

g) Benefits to staff

1) Empowerment of the workforce

2) Higher quality of work from allowing employees to have direct knowledge of products and services

3) Enhanced employee motivation

4) Increased personal accountability for outcomes

h) Obstacles to delegation

1) Unsupportive environment

2) An insecure delegator

3) Ineffective delegation

i) Effects of delegation on the workplace

1) Increase of productivity

2) Increase of role and growth

3) Liability if demand is too great and inappropriate for the role

h. Summarize the problem-solving process: seven steps.

1) Define the problem.

a) Should be a descriptive and objective statement of the actual state of affairs

b) May use tools such as an affinity map, experimentation, or trial-and-error method

2) Gather the information.

a) Collect facts.

b) Obtain relevant, valid, accurate, and detailed descriptions from appropriate people and sources.

3) Analyze and categorize the information.

4) Develop the solution.

a) Brainstorm possible solutions.

b) Use creative thinking, moving from simple to more complex solutions.

5) Make a decision based on the most feasible solution.

6) Implement the decision using the zone of acceptance to maximize success.

7) Evaluate the solution once it is implemented and continually monitor to prevent staff from falling back to old processes.

i. Examine the decision-making process in a real-world context.

1) Types of decisions

2) Decision-making conditions

3) Decision-making techniques

4) Good decisions versus bad decisions process

j. Examine ethical considerations in leadership within health care.

1) Ethical responsibilities

a) Depend on circumstances

1) Provider versus consumer

2) Leadership circumstances, such as bioethics

b) Depend on environment

c) Manager ethics versus leader ethics

2) Personal opinion versus ethical obligation

3) Ethics management

a) Identification of ethical issues

b) Identification of the resources to assist

c) Ethics committees

4) Disclosure of information related to error reporting and management

Discussion Questions

1. HOW DO YOU THINK MANAGERS AND LEADERS USE THE PROBLEM-SOLVING STEPS DIFFERENTLY?

2. Provide at least two specific examples of situations in your life in which you have seen the benefits of delegation. What have you seen as being obstacles to effective delegation?

3. How is understanding the problem-solving process helpful when working within a team? What techniques have you used to ensure your team is effective?

4. Mandatory: What steps are involved in the delegation process? Are there any steps that should be included that are not already included? How does an effective delegation process affect an organization?

5. Mandatory: Provide an example of a time when you applied problem-solving steps to resolve a specific situation. What did you do effectively? What could you have done better?

**Classroom** Students are required to demonstrate understanding of the concepts in questions 6 and 7. Faculty may use their discretion for measuring understanding. Students may handwrite answers in class, submit answers to their Personal Folders on OLS, or submit to the Main forum on OLS to facilitate discussion.

Learning Activities (optional)

FOR GENERAL ACTIVITIES AND RESOURCES, PLEASE REFER TO FACULTY RESOURCE GUIDE AT

Week Five Faculty Notes

Building for Leadership

• Discuss positive modeling and mentorship.

• Apply the decision-making process to a health care leadership decision.

Administrative Notes

• ANSWER ANY CONTENT OR LOGISTICAL QUESTIONS RESULTING FROM THE PREVIOUS WEEK.

• Check on the progress of Learning Team projects.

• Preview the learning objectives and content for this week.

• Ensure that you have received all assignments that are due.

Content

1. BUILDING FOR LEADERSHIP

k. Discuss positive modeling and mentorship.

1) Goals of mentoring

2) Concepts of mentoring

a) A trainer provides private instruction and promotes particular behaviors as the ideal.

b) A preceptor commands, makes rules, and acts as a teacher or instructor.

c) A guide directs, steers, or points the other person, similar to a tour director.

d) A coach assists others to develop viable solutions, prioritize them, and then act on them; a coach works to assist healthy people to achieve goals and, when they are unhealthy, refers them to counseling.

e) A supervisor oversees or is considered the boss: for example, a nursing supervisor.

f) A consultant is an expert called upon for professional or technical advice or opinions and has much training and knowledge in a special field: for example, usually a consultant is brought in from outside the client’s organization.

3) Seven key areas of focus (pp. 545–558 in Managing for Success in Health Care)

a) Professionalism

b) Relationship management

c) Evidence-based leadership

d) Visioning and strategic planning

e) Inspiration

f) The tough stuff

g) Lifelong stewardship

l. Apply the decision-making process to a leadership decision.

1) Decision making defined

a) Decision making is a process whereby appropriate alternatives are weighed, and one is ultimately selected.

b) Problem solving is a process by whereby a dilemma is identified and corrected.

2) Decision making conditions:

a) Routine decisions are the type of decisions made when problems are relatively well defined and common, and when established rules, policies, and procedures can be used to solve them.

b) Adaptive decisions are the type of decisions made when problems, and alternative solutions are somewhat unusual and only partially understood.

c) Innovative decisions are the type of decisions made when problems are unusual and unclear, and creative solutions are necessary.

3) Decision-making process

a) Probability is the likelihood that an event will or will not occur.

b) Probability analysis is a calculation of expected risk made to accurately determine the probabilities of each alternative.

c) Objective probability is the likelihood that an event will or will not occur based on facts or reliable information.

d) Subjective probability is the likelihood that an event will or will not occur based on a managers personal judgment or beliefs.

e) Rationale (normative) decision-making model is a decision-making process based on logical, well-grounded, rational choices that maximize the achievement of objectives.

f) Descriptive (bounded) rationality model is a decision-making process that emphasizes the limitations of rationality of a decision maker and the situation.

g) Satisficing is a decision-making strategy whereby the individual chooses a less than ideal alternative that meets minimum standards of acceptance.

4) Steps in the decision-making process

a) Identify the purpose.

1) Why are decisions necessary?

2) What needs to be determined?

3) State the issue in the broadest possible terms.

b) Set the criteria.

1) What needs to be achieved, preserved, and avoided by whatever decision is made?

2) The answers to these questions are the standards by which solutions will be enhanced.

c) Weigh the criteria. Rank each criterion on a scale of values from 1 (extremely unimportant) to 10 (extremely important).

d) Seek alternatives.

1) List all possible courses of action. Is one alternative more significant than another is?

2) Does one alternative have weaknesses in some areas? Can these be overcome? Can two alternatives or features of many alternatives be combined?

e) Test alternatives.

1) First, rank each alternative on a scale from 1 to 10.

2) Second, multiply the weight of each criterion by the rating of each alternative.

3) Third, add the scores and compare the results.

f) Troubleshoot.

1) What could go wrong?

2) How can you plan?

3) Can you improve the choices?

g) Evaluate the action.

1) Is the solution being implemented?

2) Is it effective?

3) Is it costly?

5) Stumbling blocks in decision making

a) Personalities

b) Rigidity

c) Preconceived ideas

6) Group problem solving

a) Groupthink is a negative phenomenon occurring in highly cohesive, isolated groups, in which group members come to think alike, which interferes with critical thinking.

b) Premature concurrence seeking is a result of groupthink, caused by pressure to conform, self-censorship, mind guards, and apparent unanimity.

c) Mind guards are a feature of groupthink, in which a group is protected from controversial information.

d) Dialectical inquiry is a technique used to minimize groupthink through the use of a formal debate format.

e) Risky shift is a phenomenon seen in groups, in which riskier, more controversial decisions are made.

Discussion Questions

1. WHAT ARE SOME CHALLENGES FACED BY MENTORS? HOW CAN A POSITIVE MENTOR OVERCOME THESE CHALLENGES?

2. Do you think it is important for an organization to have positive mentoring programs? Why or why not? Provide an example of a time when having a mentor contributed to your success.

3. How would you use a leadership role constructively for your organization?

4. Mandatory: What are some responsibilities of a positive mentor? Who has been a positive mentor in your life? What specific behaviors has he or she modeled for you? In what specific ways has he or she been a positive mentor?

**Classroom** Students are required to demonstrate understanding of the concepts in question 4. Faculty may use their discretion for measuring understanding. Students may handwrite answers in class, submit answers to their Personal Folders on OLS, or submit to the Main forum on OLS to facilitate discussion.

Learning Activities (optional)

FOR GENERAL ACTIVITIES AND RESOURCES, PLEASE REFER TO FACULTY RESOURCE GUIDE AT

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