Motivation to Lead Layla Qaabidh RN MSN Ph

Motivation to Lead Layla Qaabidh, RN, MSN, (Ph. D candidate) Mary Antoine, RN, BSN Lisa Archer, RN, BSN Yvonne Wesley, RN, Ph. D. , FAAN

Ø Upon completion of this session, participants will be able to Ø Identify components of a framework highlighting leadership characteristic differences Ø Compare motives to lead with leadership skills Ø Discuss individual differences in leader behaviors Presentation Objectives

Individuals’ participation in leadership roles and activities • Non-cognitive abilities such as personality and values, relate to leader behaviors through an individual’s motivation to lead(MTL). • It is through such activities that the individual acquires the social skills and knowledge required for leading and possibly her his or her leadership style. • Depending on the situation, social abilities and the individuals cognitive ability affect leadership outcome. Theoretical Framework

Individual differences in Leader Behaviors Social knowledge and skills for leading • Personality • Values • Leadership Efficacy • Interest Domain • Situational Factors • Personal Resources • Outcomes Performance Leader Development /Performance

Assumptions: -individual differences in MTL can change with leadership experience & training -differences are an immediate outcome of ones leadership selfefficacy and accumulated leadership experience Self-efficacy: --borrowed from Bandura’s(1986, 1997) --general social cognitive theory accounts for individual differences in MTL Conceptualizing & Measuring MTL

�First step to measuring MTL is to address the dimensionality of leader motivation ◦ Interpersonal behavior: the affect, the person beliefs about outcomes associated with success and social norms related to the act ◦ The less motivated one is about leading others, the less one would wish to take on leadership roles Conceptualizing & Measuring MTL

Understanding the MTL requires understanding the antecedents that affect it. Distal Antecedents to MTL • Personality • Values Proximal Antecedents to MTL • Leadership Self-Efficacy • Leadership characteristics Antecedents of MTL

� The New York University Leadership Institute for Black Nurses developed in 2005 by Yvonne Wesley, Ph. D, RN, FAAN. � LIBN helps Black nurse managers to both envision and achieve career goals in administration, education, and research. � LIBN holds six monthly training sessions, addressing topics such as individual efficacy, leadership paradigms, negotiation, and collaboration. � Sample size = 48 Fellows from the NYU LIBN; completed three Likert-type pen and paper surveys Method Overview

�Measurements Used: v Motivation to Lead Scale is a 27 -item questionnaire with a 5 -point Likert type scale (1=strongly disagree to 5=strongly agree). There are 11 reverse items v Leadership Dimensions Scale is a 15 -item scale designed to measure perceived leadership skills on a 9 -point rating (1=poor to 9 =superior) v Leadership Self-Efficacy Scale is a 6 -item measure of leadership self-efficacy with a 7 point Likert type scale (1=strongly disagree to 5=strongly agree) Method

�Examples of an item of each measure: q MTL == “Most of the time, I prefer being a leader than a follower when working in a group” q LSE == “I am confident that I can lead others effectively” q LDS == “Oral communication, written communication, oral presentation” Method

The Fellow’s mean MTL score was 101. 55 (SD = 8. 98) The possible range of scores on the MTL is 27 -135 and a midpoint of 81 • Fellows scores ranged from 85 -125 • 25% of the Fellows scored 95 or less • 50% of the Fellows scored 100 or less • 75% of the Fellows scored 109 or less MTL was related to scores on Leadership Dimensions (r=. 55, p=. 000) Leadership Self-Efficacy was not related to MTL (r=. 13, p=. 43) Results

The MLS revealed that the following items receiving the highest and lowest scores from the Fellow: Highest * item#4; I am the type of person who is not interested to lead others. Lowest item#9; I am seldom reluctant to be the leader of a group. (M = 2. 70, SD = 1. 14) (M = 4. 40, SD =. 78) * item#14; I have more of my own problems to worry about than to be concerned about the rest of the group. item#22; It is not right to decline leadership roles. (M = 2. 80, SD =. 85) (M = 4. 56, SD =. 61) * item#18; Leading others is a waste of ones personal time and effort. * item#23; I would never agree to lead just because others voted for me. (M = 4. 71, SD =. 58) (M = 3. 00, SD = 1. 05) Results

The LIBN provides: • Increase knowledge of Leadership Frameworks • Opportunity to discuss different Leadership Styles • A safe and supportive environment to facilitate and foster the development of future leaders The Analysis shows: • Leadership characteristics of the LIBN Fellows • Relationship between motivation to lead & leadership characteristics • Leadership skills were not related to MTL Conclusion

� Research: ◦ Fellows with increase Motivation to Lead scored higher on the Leadership Dimensions Scale ◦ Further research is needed to… �Determine whether Black nurses without prior leadership experience are motivated to lead �Determine whethere are differences in leadership characteristic by race/ethnicity �Determine whether MTL declines after repeated denial of career advancement Implications

� Research: ◦ Fellows perceived leadership skills were not related to MTL ◦ Further research is needed to… �Determine which leadership skills effect MTL among Black nurses �Determine whethere are differences in leadership skills by race/ethnicity �Determine whether perceptions of leadership efficacy vary after repeated denial of career advancement Implications

�Practice ◦ Leadership Dimensions �Oral Communication �Problem Analysis �Written Communication �Judgment �Oral Presentation �Decisiveness �Initiative �Physical Stamina �Sensitivity �Technical Competence �Influence �Mission Accomplishment �Planning and Organization �Followership �Delegation �Practice ◦ Leadership Efficacy �Confidence �Optimism �Positive affective disposition �Self efficacy �Stable personality traits �General cognitive ability Implications Given the finding that leadership efficacy was not related to MTL, training that increases perception of leadership self-efficacy as defined by Chan, may not increase MTL among Black nurses. The study results suggest that training should be given in the areas mentioned on the Leadership Dimensions Scale

Theoretical framework suggests a relation between MTL with leadership characteristics and leadership skills Data from 48 NYU-LIBN Fellows suggest MTL is related to their leadership characteristics Research is needed to understand perceived leadership skills among Black nurses Trainings that re-enforces leadership characteristics will increase MTL among Black nurses. Summary