reinventing creative & innovative leadership

Reinventing Creative & Innovative Leadership

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COURSE OBJECTIVES• To learn strategies and tools to overcome 21st Century

challenges.• To become a more Creative and Competent Leader.• To learn different Management Styles and how to deal

with it.• To learn the importance of Productive Performance

Appraisal.• To Learn Different Leadership Styles.• To Learn Different Followers Styles.• To become a better Leader in the 21st Century.


The Management Process


What Is Management?• Management

– The planning, organizing, leading, and controlling of human and other resources to achieve organizational goals effectively and efficiently.

• Managers– The people responsible for supervising the use of an

organization’s resources to meet its goals.• Resources are organizational assets

– People Skills Knowledge Information– Raw materials Machinery Financial capital


Efficiency, Effectiveness, and Performance in an Organization

Figure 1.1© www.asia-masters.com

Organizational Performance• Organizational Performance

– A measure of how efficiently and effectively managers are using organizational resources to satisfy customers and achieve goals.

• Efficiency – A measure of how well or productively resources

are used to achieve a goal.• Effectiveness

– A measure of the appropriateness of the goals an organization is pursuing and the degree to which they are achieved.

To get the right things done!

To do the things right!


Why Study Management?• Proper management directly impacts improvements in the well-being of a society.• Studying management helps people to understand what management is and prepares them accomplish managerial activities in their organizations.• Studying management opens a path to a well-paying job and a satisfying career.


Four Functions of Management

Figure 1.2


Managerial Functions• Henri Fayol

– First outlined the four managerial functions in his book General Industrial Management. – Managers at all levels in all organizations perform each of the functions of planning, organizing, leading, and controlling.


Planning• Identifying and selecting appropriate goals and courses of action for an organization.

– The planning function determines how effective and efficient the organization is and determines the strategy of the organization.• Three Steps in the Planning Process:

– Deciding which goals to pursue.– Deciding what courses of action to adopt.– Deciding how to allocate resources.


Management Key Concepts• Organization

– People working together and coordinating their actions to achieve specific goals.• Goal/objective

– A desired future condition that the organization seeks to achieve.• Strategy

– A cluster of decisions about what goals to pursue, what actions to take, and how to use resources to achieve goals.

c.f. policy


Organizing• Structuring working relationships in a way that allows organizational members to work together to achieve organizational goals.• Organizational Structure

– A formal system of task and reporting relationships that coordinates and motivates organizational members.– Creating organizational structure:

• Grouping employees into departments according to the tasks performed.• Laying out lines of authority and responsibility for organizational members.


Leading• Articulating a clear vision to follow, and energizing and enabling organizational members so they understand the part they play in attaining organizational goals.

– Leadership involves using power, influence, vision, persuasion, and communication skills.– The outcome of leadership is highly motivated and committed organizational members.


Controlling• Evaluating how well an organization is achieving its goals and taking action to maintain or improve performance.

– Monitoring individuals, departments, and the organization to determine if desired performance standards have been reached.– Taking action to increase performance as required.– The outcome of control is the ability to measure performance accurately and to regulate the organization for efficiency and effectiveness.


Types of Managers• Levels of Management

– First-line managers• Responsible for day-to-day operations. Supervise people performing activities required to make the good or service.

– Middle managers• Supervise first-line managers. Are responsible to find the best way to use departmental resources to achieve goals.

– Top managers• Responsible for the performance of all departments and have cross-departmental responsibility.• Establish organizational goals and monitor middle managers. • Form top management team along with the CEO and COO.


Levels of Management

Figure 1.3


Relative Amount of Time That Managers Spend on the Four Managerial Functions

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Innovative Leadership


ROLE OF LEADERSHIP• Leadership

– Process of social influence– Which enlists the aid of people– To achieve something(extraordinary)– Or

• Creating a way for people to contribute

• Contribute in form of – Ideas, effort, resources,

• Achieve – Common goals


ROLE OF LEADERSHIP• Innovation

– intentionally ‘bringing into existence’ something new that can be sustained and repeated and which has some value or utility. • Innovation – change • Leadership --change


ROLE OF LEADERSHIP• Change is associated with

– Resistance • Resistance to acceptance requires influence

– Coping –adjustments• Requires motivation and resources

– Responding –ownership• Requires commitment –so influence

– Choosing –acceptance• Requires feasibility –a vision--direction

– Bringing forth• Creativity with ownership and feasibility

– Mastery • Ability to create circumstances for change


ROLE OF LEADERSHIP• PROVIDE

– LEADERSHIP FOR INNOVATION

– AND

– INNOVATIVE LEADERSHIP


ROLE OF LEADERSHIPPROVIDES INNOVATIVE THINKING


INNOVATIVE LEADERSHIP• REQUIRES SIX THINKING SKILLS

– PAYING ATTENTION– PERSONALISING

• TAPPING INOT CUSTOMER AND EXPERIENCE– IMAGING

• USE PICTURES, STORIES,METAPHORS TO TRANSMIT IDEAS– SERIOUS PLAY

• OUT OF WAY THINKING TO GET SERIOUS RESULTS– COLLABORATIVE THINKING WITH STAKE HOLDERS– CRAFTING

• RESOLVE PARADOXES


ROLE OF LEADERSHIP


ROLE OF LEADERSHIP• INNOVATIVE THINKING LEADER

– PROMOTES ORGANISATIONAL ENCOURAGEMENT FOR INNOVATION– REMOVES IMPEDIMENTS – PROVIDES SUFFICIENT RESOURCES– ENCOURAGES CREATIVE INDIVIDUALS– PROVIDES FREEDOM AND A REALISTIC AND WORKLOAD– PROVIDES CHALLENGING WORK– PROMOTES TEAM WORK AND COLLABORATION


ROLE OF LEADERSHIP• LEADERSHIP HAS INFLUENCE ON

– INNOVATION AND PERFORMANCE– DIRECTLY THROUGH DECISION MAKING (Zhu,

Chew and Sprangler 2005)– MORE THROUGH CREATION OF SUITABLE

ORGANISATIONAL CLIMATE ( Reiter-Palmon and IIlies(2004))


ROLE OF LEADERSHIP• Organizational climate

– Recurring pattern of behaviors, attitudes and feeling that characterize life in an organization – what members experience

• Organizational culture– The values, beliefs, history, traditions etc reflecting the

deeper foundations of an organization- what members value

• Climate – lead to strengthening or change in culture

• Leadership accounts for 40-80% of variance (Ekvall 1997)


ROLE OF LEADERSHIP• Leadership impacts across nine dimensions

– Challenge/involvement– Freedom– Trust/openness– Idea time– Playfulness– Conflict reduction– Idea support– Debate risk taking


ROLE OF LEADERSHIP• Factors influencing organizational climate

• Leadership.• The organizational vision, mission, goals and strategies.• The amount of available resources.• Personnel policies (particularly rewards and promotions).• The behaviors of the people in the organization.• The beliefs and values of the organization.• The organizational structures and systems.• Concern for profits and losses.• Levels of job satisfaction.


ROLE OF LEADERSHIP• Findings of a global study (2008)

– Higher the perceived degree of success in proximal innovation (innovation at work unit level) better the organizational climate

– Higher the perceived degree of success in omnibus innovation (innovation at organizational) better the organizational climate

– Perception of a leaders ability to support innovation improves the perception of organizational climate


The Nature of Leadership

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The Nature of LeadershipLeadership is a ‘process’ [focusing on what leaders actually do] and a ‘property’.

As a process, leadership is the use of non-coercive influence to shape the group’s or organization’s goals, to motivate behavior toward the achievement of those goals, and to help define group or organizational culture.

As a property, leadership is the set of characteristics attributed to individuals who are perceived to be leaders.


The Nature of Leadership

Leaders are people who can influence the behaviors of others without having to rely on force or people whom others accept as leaders.


Leadership and ManagementLeadership and management are related, but they are not the same.Organizations need both leadership and management if they are to be effective.Leadership is necessary to create change; management is necessary to achieve orderly results.

See Table 17.1, page 551.


Leadership and PowerPower is the ability to affect the behavior of others.One can have power without having to use it. [football players working hard to keep their jobs]

In organizations, there are generally five [5] kinds of power:Legitimate powerReward powerCoercive powerReferent powerExpert power


Legitimate PowerLegitimate power is granted through the organizational hierarchy.All people occupying the same position possess the same legitimate power.Legitimate power is authority. Some managers exercise authority but not leadership. [refusal of employees to do tasks not in job description]


Reward PowerReward power is the ability to give or withhold rewards. [salary increases, bonuses, promotion recommendations, praise, recognition and interesting job assignments]

In general, the greater the number of rewards a manager controls and the more important the rewards are to subordinates, the greater is the manager’s reward power.If the subordinate is interested only in the formal organization rewards, the manager is not considered a leader.However, if the subordinate is interested in receiving the manager’s praise, gratitude and recognition, the manager is exercising leadership.


Coercive PowerCoercive power is used to force compliance by means of psychological, emotional or physical threat.Usually limited to verbal or written reprimands, disciplinary layoffs, fines, demotion and/or termination.However, the more ‘punitive’ the elements under a manager’s control and the more important they are to subordinates, the more coercive power the manager possesses.The more a manager uses coercive power, the more likely resentment and hostility will occur and the less likely he will be seen as a leader.


Referent PowerReferent power is personal power that comes to a person based on identification, imitation, loyalty or charisma. [famous athletes, movie stars, etc]

Power that is abstract, not concrete.Employees give this person power over them because he/she is like them in personality, background or attitudes.Employees can copy this person by wearing the same clothes, working the same hours, or believing in the same management philosophy.Referent power is more likely to be associated with leadership.


Expert PowerExpert power is the personal power that comes to someone based on the information or expertise he/she possesses.The more important the information and the fewer people who have access to it, the greater is the degree of expert power possessed by an individual.Both leaders and managers tend to have a lot of expert power.


Using PowerHow does a manager or leader use power?

Legitimate requestInstrumental complianceCoercionRational persuasionPersonal identificationInspirational appealInformation distortion


Using PowerLegitimate request – the subordinate recognizes that the organization has given the manager the right to make the request. [most day-to-day requests]

Instrumental compliance – the subordinate complies to get the reward the manager controls. [agreeing to work overtime gets praise or a bonus]


Using PowerCoercion – subordinate is told if something is not done, punishment, firing or a reprimand may result.Rational persuasion occurs when the manager can convince the subordinate that compliance is in his/her best interest. [transfer may be good for his/her career]


Using PowerPersonal identification – a manager recognizes that he has ‘referent’ power over a subordinate and shapes the behavior by becoming a model for the subordinate to imitate.Inspirational appeal – depends in part of the persuasive powers, and referent power, of the manager. [a plea for loyalty to the organization]


Using PowerInformation distortion – a manager distorts or withholds information from a subordinate to influence behavior. [manager withholds info about several candidates for a certain position to secure his ‘favorite’ choice is selected]

This use of power may be unethical.If subordinates find out, they may lose

confidence and trust in that manager’s leadership.


Generic Approaches to Leadership

Generic approaches to leadership assume that there is one set of answers to the leadership puzzle.One approach focuses on leadership ‘traits’ and the other looks at leadership ‘behavior’.


Why Have Teams Become So Popular• Teams typically outperform individuals.

• Teams use employee talents better.

• Teams are more flexible and responsive to changes in the environment.

• Teams facilitate employee involvement.

• Teams are an effective way to democratize and organization and increase motivation.


Organizational Behavior


Team Versus Group: What’s the Difference

Work Group

A group that interacts primarily to share information and to make decisions to help each group member perform within his or her area of responsibility.Work Team

A group whose individual efforts result in a performance that is greater than the sum of the individual inputs.


Comparing Work Groups and Work Teams


Types of TeamsProblem-Solving Teams

Groups of 5 to 12 employees from the same department who meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment.Self-Managed Work Teams

Groups of 10 to 15 people who take on the responsibilities of their former supervisors.


Types of Teams (cont’d)

• Task forces• Committees

Cross-Functional Teams

Employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task.


Types of Teams (cont’d)

Team Characteristics1. The absence of paraverbal and nonverbal cues2. A limited social context3. The ability to overcome time and space constraints

Virtual Teams

Teams that use computer technology to tie together physically dispersed members in order to achieve a common goal.


A Team-Effectiveness

Model


Creating Effective Teams


Creating Effective Teams (cont’d)


Key Roles of Teams


Creating Effective Teams (cont’d)


Effects of Group Processes

+

–

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Creating Effective Teams: Diversity

Group Demography

The degree to which members of a group share a common demographic attribute, such as age, sex, race, educational level, or length of service in the organization, and the impact of this attribute on turnover.

Cohorts

Individuals who, as part of a group, hold a common attribute.


Turning Individuals Into Team Players• The Challenges

– Overcoming individual resistance to team membership.

– Countering the influence of individualistic cultures.

– Introducing teams in an organization that has historically valued individual achievement.

• Shaping Team Players– Selecting employees who can fulfill their team roles.

– Training employees to become team players.

– Reworking the reward system to encourage cooperative efforts while continuing to recognize individual contributions.


Teams and Quality Management• Team Effectiveness and Quality Management

Requires That Teams:

1. Are small enough to be efficient and effective.

2. Are properly trained in required skills.

3. Allocated enough time to work on problems.

4. Are given authority to resolve problems and take corrective action.

5. Have a designated “champion” to call on when needed.


Beware: Teams Aren’t Always the Answer

• Three tests to see if a team fits the situation:– Is the work complex and is there a need for

different perspectives?

– Does the work create a common purpose or set of goals for the group that is larger than the aggregate of the goals for individuals?

– Are members of the group involved in interdependent tasks?


Leadership Styles


Leadership Styles• Autocratic (Authoritarian) • Bureaucratic• Democratic• Coercive• Transactional• Transformational• Laissez-Faire


Autocratic (Authoritarian) • Manager retains power (classical approach)

• Manager is decision-making authority

• Manager does not consult employees for input

• Subordinates expected to obey orders without explanations

• Motivation provided through structured rewards and punishments


When to use Autocratic• New, untrained employees • Employees are motivated• Employees do not respond to any other

leadership style • High-volume production needs• Limited time for decision making • Manager’s power is challenged by an employee


Who are Autocratic

Leaders?


Bureaucratic• Manager manages “by the book¨

• Everything must be done according to procedure or policy

• If it isn’t covered by the book, the manager refers to the next level above him or her

• Police officer more than leader


When to use Bureaucratic

• Performing routine tasks

• Need for standards/procedures

• Use of dangerous or delicate equipment

• Safety or security training being conducted

• Tasks that require handling cash


Who are Bureaucratic Leaders?


Democratic• Often referred to as participative style

• Keeps employees informed

• Shares decision making and problem solving responsibilities

• “Coach” who has the final say, but…

• Gathers information from staff members before making decisions


Democratic Continued• Help employees evaluate their own

performance

• Allows employees to establish goals

• Encourages employees to grow on the job and be promoted

• Recognizes and encourages achievement

• Can produce high quality and high quantity work for long periods of time


When to use Democratic

• To keep employees informed

• To encourage employees to share in decision-making and problem-solving

• To provide opportunities for employees to develop a high sense of personal growth and job satisfaction

• Complex problems that require a lots of input• To encourage team building and participation.


Who are Democratic Leaders?


• The ear of the leader must ring with the voices of the people.

Woodrow Wilson


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Coercive• Power from a person’s authority to punish

• Most obvious types of power a leader has.

• Good leaders use coercive power only as a last resort: – In today’s sophisticated and complex workplace, excessive

use of coercive power unleashes unpredictable and destabilizing forces which can ultimately undermine the leader using it.


When to use Coercive

• To meet very short term goals

• When left with no other choice

• In times of crisis


Who are

Coercive Leaders?

You’re Fired!


http://en.wikipedia.org/wiki/Image:Nbc_apprentice2_donald_trump.jpeg

Transactional• Motivate followers by appealing to their own self-

interest

• Motivate by the exchange process. – EX: business owners exchange status and wages for the work

effort of the employee.

• Focuses on the accomplishment of tasks & good worker relationships in exchange for desirable rewards.

• Encourage leader to adapt their style and behavior to meet expectations of followers


When to use

Transactional• Leader wants to be in control• When there are approaching deadlines

that must be met• Relationship is short term


A Result of the Leadership We Knew...

“We made workers into robots; we made them

into machines…


...Now, we want them to become a different kind of person: to come

up with new ideas.” Jack Smith, CEO, General Motors


Transformational• Charismatic and visionary

• Inspire followers to transcend their self-interest for the organization

• Appeal to followers' ideals and values

• Inspire followers to think about problems in new or different ways

• Common strategies used to influence followers include vision and framing

Research indicates that transformational leadership is more strongly correlated with lower turnover rates, higher productivity, and higher employee satisfaction.

Transformational cont.

• Instils feelings of confidence, admiration and commitment

• Stimulates followers intellectually, arousing them to develop new ways to think about problems.

• Uses contingent rewards to positively reinforce desirable performances

• Flexible and innovative.


• When leaders want members to be an active part of the organization and have ownership to it

• When leaders are building a sense of purpose

• When the organization has a long term plan

• When people need to be motivated

When to use

Transformational


"(He) possessed the gift of silence."

(Comment by President John Adams about George Washington)


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Laissez-Faire• Also known as the “hands-off¨ style• Little or no direction• Gives followers as much freedom as possible• All authority or power is given to the followers• Followers must determine goals, make decisions,

and resolve problems on their own.


When to useLaissez-Faire

• Employees are highly skilled, experienced, and educated

• Employees have pride in their work and the drive to do it successfully on their own

• Outside experts, such as staff specialists or consultants are being used

• Employees are trustworthy and experienced


Managerial Grid Styles


The Theorists

• Robert Blake (1918-2004)– BS Psychology-Berea College -1940– MA UVA -1941– Ph.D Texas at Austin-1947– Lectured at Harvard, Oxford, and Cambridge– Published 45 Books/ 214 Articles/6 Monographs– Member- American Psychological Association– 1961-Chairman of Scientific Methods


The Theorists-• Jane S. Mouton (1930-1987)

– BA Mathematics- Univ. of Texas at Austin-1950– Master in Psychology –FSU-1951– Ph.D Univ. of Texas- 1957– Research in Conflict Resolution, Conformity, and Creative Decision Making– Member of American Psychological Association.– 1961- President of Scientific Methods


Blake and MoutonThe Writers

• The Managerial Grid-1964,1978• Productivity: The Human Side-1981• The Academic Administrator- 1981• The Secretary Grid-1983


Blake & MoutonThe Management Grid

• Three Organizational Universals– Purpose-productions of things or services -“activities in

which people engage towards organizational purpose” (“The New Managerial Grid, 8).

– People-the human aspect. Organizational purpose cannot be achieved without people.

– Power-Some are bosses/some are bossed. Organizational Hierarchy.

– There are other universals: • Organizational Culture


The “Concern For” Variables• “Concern for is not a specific term which indicates the amount of actual production or behavior towards people. It indicates the character and strength of assumptions present behind any management style.” (“The New Managerial Grid”, 9).• Concern for Production

• Efficiency Measures, Units Produced• On-time deliveries, customers served

• Concern for People


The Questionnaire• A questionnaire with 6 categories

– Decisions– Convictions– Conflict– Temper– Humor– Effort

• Under each category there are 5 questions-choose the answer that best describes your behavior.


The Grid

Concern for Production

Con

cern

for P

eopl

eLo

wH

igh

Low High


The Managerial Grid

The New Managerial Grid, Robert Blake and Jane Mouton, Houston: Gulf Publishing Company,1978,11


1,1 Orientation



1,1 OrientationImpoverished Management

• Low Concern for Production• Low Concern for People• Contributes little to the organization• Doing only enough to keep job• Someone just waiting on retirement


9,1 Orientation



9,1 OrientationAuthority/Obedience

• High concern for production• Low Concern for people• Autocratic • Expects compliance to orders-Controlling• Exercises power and authority


5,5 Orientation

The New Managerial Grid,. Robert Blake and Jane Mouton, Houston: Gulf Publishing Company,1978,11


5,5 OrientationMiddle of the Road

• Moderate concern for production and people• Adequate organizational performance could be

achieved through compromise.• Group dynamics play a vital role-Acts in response to

group norms• Wants to be liked- does not want to “rock the boat”

Goes along with the majority.• A 5,5 manager operates well within informal groups.


1,9 Orientation

The New Managerial Grid,, Robert Blake and Jane Mouton Houston: Gulf Publishing Company: 1978, 11


1,9 OrientationCountry Club Management

• Places high emphasis on feelings and emotions of employees.

• Neglects production aspect of the company• 1,9 manager desires to be liked by the

employees.• High Profit Margin/Low Competition


9,9 Orientation

The New Managerial Grid, Robert Blake and Jane Mouton, Houston: Gulf Publishing Company: 1978, 11


9,9 OrientationTeam Management

• Seeks to integrate both the production and the human aspect-high concern for production and people.

• Engages the work force– Empowerment– Teams– Communication

• Blake and Mouton- Best leadership approach


Theological Evaluation of the Managerial Grid

• Concern for Production-defined as purpose– Purpose of leaders in the Church

• Gospel ministry• Great Commission- Matt. 28:18-20/Acts 1:8

• Concern for People– God’s special creation-man

• Image bearers• Gen. 9:5-6

– God’s great love for man-Christ died for us.


Theological Evaluation of the Managerial Grid

• Concern for People-in God’s Word– To take care of orphans and widows, poor. (Deut.

10: 12–19; Is. 1:17; Matt. 25:35–45; James 1:27).– To love one another- (John 13:34–35; 1 Peter 1:22;

1 Peter 3:8; 1 Peter 4:8; I John 4: 7–8).– Jesus came as a servant and taught that to be in

the Kingdom is to be a servant. (Matt. 20:25–28).


A Biblical Application of the Managerial Grid ?

• Concern for the Gospel, Concern for People-(__,__)– 9,9- High concern for the Gospel, High concern for

people• Teamwork• Empowerment• Spiritual Gift-Romans 12, 1 Cor 12, Eph. 4:11-12


Critical Thinking


Definitions A disciplined process of organizing and synthesizing information to evaluate and to prioritize the information appropriatelyCritical thinking system must be applied to an end, a goal, a reason for designing a response


Purpose of Critical Thinking

Our purpose of studying critical thinking is to apply critical thinking to design a superior nutritional intervention for WIC participants


Integrating Facts

Autonomous Thinking

Observations

Informed Opinions

Active Listening

Questioning

Process of Critical Thinking

ReachInformedUnbiased

Conclusions


Critical Thinking PathwayIdentifies and extracts pertinent

information and data from all sources

Discardirrelevant information

Know when to seek additional information

and seek it

Make decisions about participant risks

Develop counselingintervention plan

Distinguish accuraterelevant information


Positive Nutrition Outcome

Critical Thinking Mind Map• Written material• Interview answers• Participant history• Vital statistics• Mannerisms• Observation

Information from

Participant

• Nutrition and Medical knowledge• Life Skills• Interaction ability• Critical thinking• Education and training

• Nutrition• Assumptions• Behavior• How WIC operates• What system requires for participation

Personal Knowledge

WIC Knowledge


Purpose: Reaffirming WIC Goal

Critical thinking requires a goal or purpose

This will be to discuss the goal of the WIC program.

Once we reaffirm the purpose of WIC we will address the pattern of thought which applies to WIC

counseling and assessment interventions.


Instructional Objective 2After completing the critical thinking module, a WIC counselor should be able to: • Identify and apply critical thinking steps to organize and synthesize information received. • Evaluate what was received and develop and prioritize a nutritional intervention plan.


Critical Thinking - Applied to a Nutritional Counseling Situation

1. What is the purpose of meeting with this participant?2. What data or information do I need?

Evaluate what you know about the participant Past history Paper work submitted about participant Data gained from observation

The difference between what you know and what you need to know is called a “knowledge gap.”

3. How am I going to get the needed information?Create questions to gain the information needed.

4. Ask the questions you have developed.


Critical Thinking System – (cont’d)

5. Using the responses to the questions, organize what you have learned…What conclusions or inferences can you make?

6. Consider again your main purpose. Do you have the knowledge to answer that? If not, probe deeper.

7. Ask additional questions to clarify and get more detail.8. Evaluate the information collected and known.

Use the information and identify appropriate conclusions.


Positive Nutrition Outcome

Critical Thinking Mind Map• Written material• Interview answers• Participant history• Vital statistics• Mannerisms• Observation

Information from

Participant

• Nutrition and Medical knowledge• Life Skills• Interaction ability• Critical thinking• Education and training

• Nutrition• Assumptions• Behavior• How WIC operates• What system requires for participation

Personal Knowledge

WIC Knowledge


Summary: Critical Thinking Competencies

Use of critical thinking systems, processes, pathways and mind maps will allow you to: • Collect all relevant information before drawing conclusions and deciding upon the best course of action• Ask additional questions to clarify information or gather more details• Recognize factors that contribute to the identified nutrition problems• Recognize and discard superfluous information


Summary: Critical Thinking Competencies (cont’d)

• Consider the participant's point of view about nutrition, health priorities, needs, and concerns • Identify relationships between behaviors/ practices and nutritional risks• Check accuracy of inconsistent or unusual measurements and referral data according to your state agency policy• Identify factors that influence the accuracy of measurements taken and document them. Take appropriate action with the measurements according to policy


Summary: Critical Thinking Competencies (cont’d)

• Draw conclusions about nutritional status supported by objective data, observations, experience, and reasoning• Prioritizes nutrition problems to be addressed

Source: VENA A Guide to the Art and Science of WIC Nutrition Assessment, p.124


The End


reinventing creative & innovative leadership

Leadership & Management