Case Study - Authority and Leadership: Rising from the Ranks
Format: Short Answer (provide detailed, yet concise responses directly under each question).
Summary Objective
Examine the overall concept of leadership as reflected in the activities of those who may be referred to as “managers,” “supervisors,” or others who direct the efforts of people, and in turn relate leadership to the concepts of authority, power, and influence.
(You should leave chapter four understanding the common sources of power and authority in the organizational setting and have a working appreciation of variations in leadership styles and why these may apply in various circumstances.)
Key Terms/Concept
Power: The ability to obtain compliance by means of coercion; to have one’s own will carried out despite resistance.
Influence: The capacity to produce effects on others or to obtain voluntary compliance.
Formal authority: Derives from position in the organizational hierarchy and is embodied in the position, usually reflected in one’s job description; formal authority may exist by itself, or it may be augmented or supplemented by authority derived from informal sources (personality, knowledge, expertise, etc.).
Leadership: The problem with listing qualities or characteristics of leaders is that it is always possible to find apparently successful leaders who are lacking many or all of these qualities or characteristics. Ultimately the single characteristic or condition that describes a successful leader is the acceptance of the followers. If the followers willingly accept that leadership, that leader is “successful” as such.
Leadership versus management: These terms are synonymous in a dictionary sense but are frequently differentiated in practice, with leadership carrying a more favorable connotation than management. However, because individual understanding of these two terms varies so broadly, it is not helpful to try to hold them apart as separate concepts. In dealing with either term, we eventually must modify or qualify it in some way, as, for example, in “good” or “poor” management or “weak” or “inspired” leadership.
Progressive discipline: An approach to disciplinary action involving a series of steps of increasing severity aimed at providing an errant employee with successive opportunities to correct inappropriate behavior
Case: Authority and Leadership: Rising from the Ranks
After working eight years as a staff nurse on a general medical/surgical unit, Julie Davis was appointed nurse manager of that unit. Following a staff meeting at which her promotion was announced, Julie found herself surrounded by three longtime coworkers offering their congratulations and making other observations and comments.
“I’m really happy for you,” said Sarah Johnson. “This sounds like a terrific career step. But I suppose this means our carpool is affected, since your hours are bound to be a lot less predictable from now on.”
Elaine Rowe said, “And I guess that shoots the lunch bunch, too. Management commitments, you know.” The emphasis on management was subtle though undeniable, and Julie was not at all sure that she was pleased with what she was hearing.
Jane Davidson offered, “Well, maybe now we can get some action on a few age-old problems. Remember, Julie, you used to gripe about these things as much as the rest of us.”
“We’ve all complained a lot,” Sarah agreed. “That’s been sort of a way of life around here.” The tone of her voice shaded toward a suggestion of coolness and her customary smile was absent when she added, “Now Julie’s going to be in a position where she can do something, so let’s hope she doesn’t forget who her friends are.”
Elaine and Jane looked quickly from Sarah to Julie. For an awkward 10 seconds or so nobody spoke. At last someone passing by said something to Julie, and as Julie turned to respond, Elaine, Jane, and Sarah went their separate ways.
Questions
1. Identify the potential advantages Julie might enjoy in becoming manager of a group of which she has long been a member, and contrast these with the possible disadvantages that might present themselves because she has long been a member of this group.
2. Describe how you believe Julie will have to proceed in establishing herself as the legitimate possessor of supervisory authority on the unit, and describe the sources and forms of Julie’s authority.