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Signature Assignment Title: What Makes a Good Leader? Signature Assignment Description/Directions: Choose one or more leadership topic(s) from your textbook or from a scholarly source from a previous discussion or assignment from this course and write about its application to nursing practice. Provide definitions, history/background, and major concepts of chosen topic.  Describe the topic’s function in nursing practice by examining at least three different nursing roles (for example, bedside nurse, public health nurse, CNO, unit manager, etc.). Discuss how the leadership topic can be used in your own practice. Discuss your personal growth in regard to your chosen leadership topic. Evaluate personal strengths, weaknesses, opportunities, and threats to your career advancement. Then, discuss the top three traits you feel makes a good nurse leader. Support your statements with examples from your practice experience and scholarly sources. Assignment Expectations: Length: 1750 to 2000 in length Structure: Include a title page and reference page in APA format. These do not count towards the minimum  count for this assignment. Your work must include an introduction and a conclusion. References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three scholarly sources plus the textbook are required. Essentials of Nursing Leadership and Management f i f t h e d i t i o n 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page i 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page ii Essentials of Nursing Leadership and Management f i f t h e d i t i o n Diane K. Whitehead, EdD, RN, ANEF Associate Dean, Nursing Nova Southeastern University Fort Lauderdale, Florida Sally A. Weiss, EdD, RN, CNE Associate Chair, Nursing Nova Southeastern University Fort Lauderdale, Florida Ruth M. Tappen, EdD, RN, FAAN Christine E. Lynn Eminent Scholar and Professor Florida Atlantic University College of Nursing Boca Raton, Florida 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page iii F. A. Davis Company 1915 Arch Street Philadelphia, PA 19103 www.fadavis.com Copyright © 2010 by F. A. Davis Company Copyright © 2007, 2004, 2001, 1998 by F. A. Davis Company. All rights reserved. This book is protected by copyright. No part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher. Printed in United States of America Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1 Acquisition Editor: Joanne Patzek DaCunha, RN, MSN Project Editors: Kim DePaul, Tyler Baber Manager of Art & Design: Carolyn O’Brien As new scientific information becomes available through basic and clinical research, recommended treatments and drug therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up to date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are not responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of the book. Any practice described in this book should be applied by the reader in accordance with professional standards of care used in regard to the unique circumstances that may apply in each situation. The reader is advised always to check product information (package inserts) for changes and new informa- tion regarding dose and contraindications before administering any drug. Caution is especially urged when using new or infrequently ordered drugs. Library of Congress Cataloging-in-Publication Data Whitehead, Diane K., 1945- Essentials of nursing leadership and management / Diane K. Whitehead, Sally A. Weiss, Ruth M. Tappen. -- 5th ed. p. ; cm. Includes bibliographical references and index. ISBN 978-0-8036-2208-1 (pbk. : alk. paper) 1. Nursing services--Administration. 2. Leadership. I. Weiss, Sally A., 1950- II. Tappen, Ruth M. III. Title. [DNLM: 1. Nursing--United States. 2. Leadership--United States. 3. Nursing--organization & administration-- United States. 4. Nursing Services--organization & administration--United States. WY 16 W592e 2010] RT89.T357 2010 362.173068--dc22 2009017339 Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is grant- ed by F. A. Davis Company for users registered with the Copyright Clearance Center (CCC) Transactional Reporting Service, provided that the fee of $.25 per copy is paid directly to CCC, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that have been granted a photocopy license by CCC, a separate system of payment has been arranged. The fee code for users of the Transactional Reporting Service is: 8036-2208-2/10 0 + $.25. 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page iv Dedication To my sister Michele: Your bravery and spirit inspire me every day. Diane K. Whitehead To my granddaughter Sydni, Whose curiosity and wonder continuously remind me of the reasons I became a nurse educator. Sally A. Weiss To students, colleagues, family and friends, Who have taught me just about everything I know. Ruth M. Tappen v 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page v 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page vi Preface We are delighted to bring our readers this Fifth Edition of Essentials of Nursing Leadership and Management. This new edition has been updated to reflect the current health-care environment. As in our previous editions, the content, examples, and diagrams were designed with the goal of assisting the new graduate to make the transition to professional nursing practice. The Fifth Edition of Essentials of Nursing Leadership and Management focuses on the necessary knowledge and skills needed by the staff nurse as a vital member of the health-care team and manag- er of patient care. Issues related to setting priorities, delegation, qual- ity improvement, legal parameters of nursing practice, and ethical issues were updated for this edition. We are especially excited to introduce a new chapter, Quality and Safety. This chapter focuses on the current quality and safety issues and initiatives that affect the current health-care environment. In addition, the updated finance chapter and a new chapter on health- care policy will be available on the F.A. Davis Web site, DavisPlus. We continue to bring you comprehensive, practical information on developing a nursing career. Updated information on leading, manag- ing, followership, and workplace issues continues to be included. Essentials of Nursing Leadership and Management continues to provide a strong foundation for the beginning nurse leader. We want to thank the people at F.A. Davis for their assistance as well as our contributors, reviewers, and students for their guidance and support. Diane K. Whitehead Sally A. Weiss Ruth M. Tappen vii 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page vii 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page viii Contributors Patricia Bradley, MEd, PhD, RN Coordinator, Internationally Educated Nurses Program Faculty, Nursing Department York University Toronto, Ontario, Canada Kristie Campoe, MSN, RN Adjunct Faculty Nursing Department Nova Southeastern University Fort Lauderdale, Florida Patricia Welch Dittman, PhD, RN, CDE Graduate Program Director/Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida Denise Howard, BSN, RN Adjunct Faculty Nursing Department Nova Southeastern University Fort Lauderdale, Florida Marcie Rutherford, PhD, MBA, MSN, RN Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida Wendy Thomson, EdD(c), MSN, BSBA, RN, CNE, IBCLC Assistant Director of Technology and Simulation/Assistant Professor Nursing Department Nova Southeastern University Fort Lauderdale, Florida ix 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page ix 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page x Table of Contents unit 1 Professional Considerations chapter 1 Leadership and Followership 3 chapter 2 Manager 13 chapter 3 Nursing Practice and the Law 21 chapter 4 Questions of Value and Ethics 39 chapter 5 Organizations, Power, and Empowerment 57 unit 2 Working Within the Organization chapter 6 Getting People to Work Together 73 chapter 7 Dealing With Problems and Conflicts 91 chapter 8 People and the Process of Change 103 chapter 9 Delegation of Client Care 115 chapter 10 Quality and Safety 131 chapter 11 Time Management 157 unit 3 Professional Issues chapter 12 Promoting a Healthy Workplace 171 chapter 13 Work-Related Stress and Burnout 197 chapter 14 Your Nursing Career 217 chapter 15 Nursing Yesterday and Today 239 xi 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page xi Appendices appendix 1 Codes of Ethics for Nurses 257 American Nurses Association Code of Ethics for Nurses 257 Canadian Nurse Association Code of Ethics for Registered Nurses 257 The International Council of Nurses Code of Ethics for Nurses 258 appendix 2 Standards Published by the American Nurses Association 259 appendix 3 Guidelines for the Registered Nurse in Giving, Accepting, or Rejecting a Work Assignment 261 Index 267 Bonus Chapters on DavisPlus Finance Triaxial of Action: Policy, Politics, and Nursing Canadian Nursing Practice and the Law xii 2208_FM_00i-xii.qxd 11/6/09 6:03 PM Page xii 1 unit Professional Considerations chapter 1 Leadership and Followership chapter 2 Manager chapter 3 Nursing Practice and the Law chapter 4 Questions of Values and Ethics chapter 5 Organizations, Power, and Empowerment 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 1 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 2 chapter 1 Leadership and Followership OBJECTIVES After reading this chapter, the student should be able to: ■ Define the terms leadership and followership. ■ Discuss the importance of effective leadership and followership for the new nurse. ■ Discuss the qualities and behaviors that contribute to effective followership. ■ Discuss the qualities and behaviors that contribute to effective leadership. OUTLINE Leadership Are You Ready to Be a Leader? Leadership Defined Followership Followership Defined Becoming a Better Follower What Makes a Person a Leader? Leadership Theories Trait Theories Behavioral Theories Task Versus Relationship Motivating Theories Emotional Intelligence Situational Theories Transformational Leadership Moral Leadership Qualities of an Effective Leader Behaviors of an Effective Leader Conclusion 3 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 3 4 unit 1 | Professional Considerations Nurses work with an extraordinary variety of people: physicians, respiratory therapists, physical therapists, social workers, psychologists, technicians, aides, unit managers, housekeepers, clients, and clients’ families. The reason why nurses study leadership is to learn how to work well, or effectively, with other people. In this chapter, leadership and followership and the relationships between them are defined. The characteristics and behaviors that can make you, a new nurse, an effective leader and follower are discussed. Leadership Are You Ready to Be a Leader? You may be thinking, “I’m just beginning my career in nursing. How can I be expected to be a leader now?” This is an important question. You will need time to refine your clinical skills and learn how to function in a new environment. But you can begin to assume some leadership right away within your new nursing roles. Consider the following example: Billie Blair Thomas was a new staff nurse at Green Valley Nursing Care Center. After orientation, she was assigned to a rehabilitation unit with high admission and discharge rates. Billie noticed that admissions and discharges were assigned rather hap- hazardly. Anyone who was “free” at the moment was directed to handle them. Sometimes, unlicensed assis- tant personnel were directed to admit or discharge residents. Billie believed that using them was inap- propriate because their assessment skills were limited and they had no training in discharge planning. Billie thought there was a better way to do this but was not sure that she should say so because she was so new. “Maybe they’ve already thought of this,” she said to a former classmate. “It’s such an obvious solution.” They began to talk about what they had learned in their leadership course before graduation. “I just keep hearing our instructor say- ing, ‘There’s only one manager, but anyone can be a leader of our group.” “If you want to be a leader, you have to act on your idea,” her friend said. “Maybe I will,” Billie replied. Billie decided to speak with her nurse manager, an experienced rehabilitation nurse who seemed not only approachable but also open to new ideas. “I have been so busy getting our new record system on line before the surveyors come that I wasn’t paying attention to that,” the nurse manager told her. “I’m so glad you brought it to my attention.” Billie’s nurse manager raised the issue at the next executive meeting, giving credit to Billie for having brought it to her attention. The other nurse man- agers had the same response. “We were so focused on the new record system that we overlooked that. We need to take care of this situation as soon as possible. Billie Blair Thomas has leadership potential.” Leadership Defined Leadership is a much broader concept than is man- agement. Although managers should also be lead- ers, management is focused on the achievement of organizational goals. Leadership, on the other hand: ...occurs whenever one person attempts to influence the behavior of an individual or group—up, down, or sideways in the organization—regardless of the reason. It may be for personal goals or for the goals of others, and these goals may or may not be congru- ent with organizational goals. Leadership is influ- ence (Hersey & Campbell, 2004, p. 12) In order to lead, one must develop three important competencies: (1) ability to diagnose or understand the situation you want to influence, (2) adaptation in order to allow your behaviors and other resources to close the gap between the current situation and what you are hoping to achieve, and (3) communi- cation. No matter how much you diagnose or adapt, if you cannot communicate effectively, you will probably not meet your goal (Hersey & Campbell, 2004). Effective nurse leaders are those who engage others to work together effectively in pursuit of a shared goal. Examples of shared goals are pro- viding excellent client care, designing a cost- saving procedure, and challenging the ethics of a new policy. Followership Followership and leadership are separate but recip- rocal roles. Without followers, one cannot be a leader; conversely, one cannot be a follower without a leader (Lyons, 2002). Being an effective follower is as important to the new nurse as is being an effective leader. In fact, most of the time most of us are followers: members of a team, attendees at a meeting, staff of a nursing care unit, and so forth. 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 4 chapter 1 | Leadership and Followership 5 Followership Defined Followership is not a passive role. On the contrary, the most valuable follower is a skilled, self-directed employee, one who participates actively in setting the group’s direction, invests his or her time and energy in the work of the group, thinks critically, and advocates for new ideas (Grossman & Valiga, 2000). Imagine working on a client care unit where all staff members, from the unit secretary to the assistant nurse manager, willingly take on extra tasks without being asked (Spreitzer & Quinn, 2001), come back early from coffee breaks, com- plete their charting on time, suggest ways to improve client care, and are proud of the high qual- ity care they provide. Wouldn’t it be wonderful to be a part of that team? Becoming a Better Follower There are a number of things you can do to become a better follower: ■ If you discover a problem, inform your team leader or manager right away. ■ Even better, include a suggestion in your report for solving the problem. ■ Freely invest your interest and energy in your work. ■ Be supportive of new ideas and new directions suggested by others. ■ When you disagree, explain why you do not support an idea or suggestion. ■ Listen carefully, and reflect on what your leader or manager says. ■ Continue to learn as much as you can about your specialty area. ■ Share what you learn. Being an effective follower will not only make you a more valuable employee but will also increase the meaning and satisfaction that you can get from your work. Most team leaders and nurse managers will respond very positively to having staff who are good followers. Occasionally you will encounter a poor leader or manager who can confuse, frustrate, and even distress you. Here are a few suggestions for handling this: ■ Avoid adopting the ineffective behaviors of this individual. ■ Continue to do your best work and to provide leadership for the rest of the group. ■ If the situation worsens, enlist the support of others on your team to seek a remedy; do not try to do this alone as a new graduate. ■ If the situation becomes intolerable, consider the option of transferring to another unit or seeking another position (Deutschman, 2005; Korn, 2004). What Makes a Person a Leader? Leadership Theories There are many different ideas about how a person becomes a good leader. Despite years of research on this subject, no one idea has emerged as the clear winner. The reason for this may be that different qualities and behaviors are most important in differ- ent situations. In nursing, for example, some situa- tions require quick thinking and fast action. Others require time to figure out the best solution to a complicated problem. Different leadership qualities and behaviors are needed in these two instances. The result is that there is not yet a single best answer to the question, “What makes a person a leader?” Consider some of the best-known leadership theories and the many qualities and behaviors that have been identified as those of the effective nurse leader (Pavitt, 1999; Tappen, 2001). Trait Theories At one time or another, you have probably heard someone say, “Leaders are born, not made.” In other words, some people are natural leaders, and others are not. In reality, leadership may come more easily to some than to others, but everyone can be a leader, given the necessary knowledge and skill. Research into the traits of leaders is a continuing process. A 5-year study of 90 outstanding leaders by Warren Bennis (1984) identified four common traits shared by all of these leaders. These traits continue to hold true: 1. Management of attention. These leaders were able to communicate a sense of goal or direction to attract followers. 2. Management of meaning. These leaders created and communicated meaning with clarity and purpose. 3. Management of trust. These leaders demon- strated reliability and consistency. 4. Management of self. These leaders were able to know self and work within their strengths and weaknesses (Bennis, 1984). 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 5 6 unit 1 | Professional Considerations Behavioral Theories The behavioral theories are concerned with what the leader does. One of the most influential theo- ries is concerned with leadership style (White & Lippitt, 1960) (Table 1-1). The three styles are: ■ Autocratic leadership (also called directive, con- trolling, or authoritarian). The autocratic leader gives orders and makes decisions for the group. For example, when a decision needs to be made, an autocratic leader says, “I’ve decided that this is the way we’re going to solve our problem.” Although this is an efficient way to run things, it usually dampens creativity and may inhibit motivation. ■ Democratic leadership (also called participative). Democratic leaders share leadership. Important plans and decisions are made with the team (Chrispeels, 2004). Although this is often a less efficient way to run things, it is more flexible and usually increases motivation and creativity. Democratic leadership is characterized by guid- ance from rather than control by the leader. ■ Laissez-faire leadership (also called permissive or nondirective). The laissez-faire (“let someone do”) leader does very little planning or decision making and fails to encourage others to do so. It is really a lack of leadership. For example, when a decision needs to be made, a laissez-faire leader may postpone making the decision or never make the decision. In most instances, the laissez-faire leader leaves people feeling con- fused and frustrated because there is no goal, no guidance, and no direction. Some very mature individuals thrive under laissez-faire leadership because they need little guidance. Most people, however, flounder under this kind of leadership. Pavitt summed up the difference among these three styles: a democratic leader tries to move the group toward its goals; an autocratic leader tries to move the group toward the leader’s goals; and a laissez- faire leader makes no attempt to move the group (1999, pp. 330ff ). Task Versus Relationship Another important distinction in leadership style is between a task focus and a relationship focus (Blake, Mouton, & Tapper, 1981). Some nurses emphasize the tasks (e.g., reducing medication errors, completing patient records) and fail to real- ize that interpersonal relationships (e.g., attitude of physicians toward nursing staff, treatment of housekeeping staff by nurses) affect the morale and productivity of employees. Other nurses focus on the interpersonal aspects and ignore the quality of the job being done as long as people get along with each other. The most effective leader is able to bal- ance the two, attending to both the task and the relationship aspects of working together. Motivating Theories The concept of motivation seems fairly simple. We do things to get what we want and avoid things that we don’t want. However, motivation is still sur- rounded in mystery. The study of motivation as a focus of leadership began in the 1920s with the historic Hawthorne study. Several experiments were conducted to see if increasing light and, later, improved working conditions would improve pro- ductivity of workers in the Hawthorne, Illinois, table 1-1 Comparison of Autocratic, Democratic, and Laissez-Faire Leadership Styles Autocratic Democratic Laissez-Faire Amount of freedom Little freedom Moderate freedom Much freedom Amount of control High control Moderate control Little control Decision making By the leader Leader and group together By the group or by no one Leader activity level High High Minimal Assumption of responsibility Leader Shared Abdicated Output of the group High quantity, good Creative, high quality Variable, may be poor quality quality Efficiency Very efficient Less efficient than Inefficient autocratic style Adapted from White, R.K., & Lippitt, R. (1960). Autocracy and Democracy: An Experimental Inquiry. New York: Harper & Row. 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 6 chapter 1 | Leadership and Followership 7 electrical plant. Those workers who had the improved working conditions taken away continued to show improved productivity. Therefore, the answers were found not in the conditions of the experiments but in the attention given to the work- ers by the experimenters. Similar to the 1954 Maslow Hierarchy of Needs theory, the 1959 Motivation-Hygiene theory developed by Frederick Herzberg looked at factors that motivated workers in the workplace. Following closely after Herzberg was David McClelland and his 1961 Theory of Needs. Clayton Alderfer responded to Maslow’s theory with his own Existence, Relatedness, and Growth (ERG) theory. Table 1-2 summarizes these four historical motivation theories. Emotional Intelligence The relationship aspects of leadership are a focus of the work on emotional intelligence (Goleman, Boyatzes, & McKee, 2002). Part of what distin- guishes ordinary leaders from leadership “stars” is consciously addressing the effect of people’s feelings on the team’s emotional reality. How is this done? First, learn how to recognize and understand your own emotions, and learn how to manage them, channel them, stay calm and clear-headed, and suspend judgment until all the facts are in when a crisis occurs (Baggett & Baggett, 2005). The emotionally intelligent leader welcomes con- structive criticism, asks for help when needed, can juggle multiple demands without losing focus, and can turn problems into opportunities. Second, the emotionally intelligent leader listens attentively to others, perceives unspoken concerns, acknowledges others’ perspectives, and brings peo- ple together in an atmosphere of respect, coopera- tion, collegiality, and helpfulness so they can direct their energies toward achieving the team’s goals. “The enthusiastic, caring, and supportive leader generates those same feelings throughout the team,” wrote Porter-O’Grady of the emotionally intelligent leader (2003, p. 109). Situational Theories People and leadership situations are far more complex than the early theories recognized. In addition, situa- tions can change rapidly, requiring more complex table 1-2 Leading Motivation Theories Theory Summary of Motivation Requirements Maslow, 1954 Categories of Need: Lower needs (below, listed first) must be fulfilled before others are activated. Physiological Safety Belongingness Esteem Self-actualization Alderfer, 1972 Three categories of needs, also ordered into a hierarchy: 1. Existence: Physical well-being 2. Relatedness: Satisfactory relations with others 3. Growth: Development of competence and realization of potential Herzberg, 1959 Two factors that influence motivation. The absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or increase satisfaction. 1. Hygiene factors: Company policy, supervision, interpersonal relations, working conditions, salary 2. Motivators: Achievement, recognition, the work itself, responsibility, advancement McClelland, 1961 Motivation results from three dominant needs. Usually all three needs are present in each individual but vary in importance depending on the position a person has in the workplace. Needs are also shaped over time by culture and experience. 1. Need for achievement: Performing tasks on a challenging and high level 2. Need for affiliation: Good relationships with others 3. Need for power: Being in charge Adapted from Hersey, P. & Campbell, R. (2004). Leadership: A Behavioral Science Approach. Calif.: Leadership Studies Publishing. 2208_Ch01_001-012.qxd 11/6/09 5:54 PM Page 7 8 unit 1 | Professional Considerations theories to explain leadership (Bennis, Spreitzer, & Cummings, 2001). Adaptability is the key to the situational approach (McNichol, 2000). Instead of assuming that one particular approach works in all situations, situational theories recognize the complexity of work situations and encourage the leader to consider many factors when deciding what action to take. Situational theories emphasize the importance of understanding all the factors that affect a partic- ular group of people in a particular environment. The most well-known and still practiced theory is the Situational Leadership Model by Dr. Paul Hersey. The appeal of this model is that it focuses on the task and the follower. The key is to marry the readiness of the follower with the task behav- ior at hand. “Readiness is defined as the extent to which a follower demonstrates the ability and will- ingness to accomplish a specific task” (Hersey & Campbell, 2004, p. 114). The task behavior is defined as “the extent to which the leader engages in spelling out the duties and responsibilities of an individual and a group” (Hersey & Campbell, 2004, p. 114). Followers’ readiness levels can range from unable and unwilling (or insecure) to able, willing, and confident. The leader’s behavior will focus on appro- priately fulfilling the follower’s needs, which are iden- tified by their readiness level and the task. Leader behaviors will range from telling, guiding, and direct- ing to delegating, observing, and monitoring. Where did you fall in this model during your first clinical rotation compared with where you are now? In the beginning, the clinical instructor was giving you clear instructions and guiding and directing you. Now, she or he is most likely delegating, observing, and monitoring. However, as you move into your first nursing position, you may return to the guiding and directing stage. On the other hand, you may have become a leader/instructor for new students, and you may be guiding and directing them. Transformational Leadership Although the situational theories were an improve- ment over earlier theories, there was still something missing. Meaning, inspiration, and vision were not given enough attention (Tappen, 2001). These are the distinguishing features of transformational leadership. The transformational theory of leadership emphasizes that people need a sense of mission that goes beyond good interpersonal relationships or the appropriate reward for a job well done (Bass & Avolio, 1993). This is especially true in nursing. Caring for people, sick or well, is the goal of the profession. Most people chose nursing in order to do something for the good of humankind: this is their vision. One responsibility of leadership is to help nurses achieve their vision. Transformational leaders can communicate their vision in a manner that is so meaningful and exciting that it reduces negativity (Leach, 2005) and inspires commitment in the people with whom they work (Trofino, 1995). If successful, the goals of the leader and staff will “become fused, creating unity, wholeness, and a collective purpose” (Barker, 1992, p. 42). Moral Leadership The corporate scandals of recent …