UNION CHRISTIAN COLLEGE

COLLEGE OF NURSING

SAN FERNANDO CITY, LA UNION

EARLY LEADERSHIP THEORIES

The early leadership theories include trait theories, behavioral theories,

contingency theories and situational theories.
A. TRAIT THEORIES
 Historically, leadership theory focused on leader traits. It assumes that a
person must have certain innate abilities or personality traits in order to
be a leader.
1. “GREAT MAN “ Theory
 This theory assumes the capacity for leadership is inherent, that great
leaders are born, not made.
 These theories often portray great leaders as heroic, mythic and destined
to rise to leadership when needed.
 Sun Tzu, Genghis Khan, Aristotle, the Kings of Great Britain, and
Abraham Lincoln are considered great men.
2. TRAIT THEORY
 Assume that people inherit extraordinary qualities and traits that make
them better suited to leadership.
 They believe that leaders were born. They have special traits that make
them leaders like tireless ambition, zest for life, great orator skills,
irresistible good looks and extremely persuasive.
 Example, Pope John Paul II, Mother Theresa, Margaret Thatcher, Nelson
Mandela, Gandhi.
 Common traits of leaders: Positive and negative
- Positive Traits “Effective leaders build leaders while leading.”
Leaders bring people to progress.
- They are cheerful, forgiving, intelligent, and good looking men and
women among others.

Negative Traits “Ineffective leaders build incompetent followers.”

- Leaders with negative traits take people to destruction. They destroy
rather than build.
- They are not able to grow good leaders but followers who go after each
other.
- They are bitter, aggressive, loud mouthed, sullen, and ugly people.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 Currently, the following are found to be some of the traits of a leader
(Reeves, 2001):
1. Emotional stability and composure: Calm, confident and
predictable, particularly when under stress.
2. Admitting error: Owning up to mistakes, rather than putting
energy into covering up.
3. Good interpersonal skills: Able to communicate and persuade
others without resort to negative or coercive tactics.
4. Intellectual breadth: Able to understand a wide range of areas,
rather than having a narrow area of expertise.
3. INDIVIDUAL CHARACTER THEORY
 These people have innate character that made them great leaders.
 Those who are naturally taller, attractive, intelligent, self – reliant and
creative are chosen to lead.
 The term is used more generally to describe people who are driven by a
perceived handicap to overcompensate in other aspects of their lives.

B. BEHAVIORAL THEORIES
 Based upon the belief that great leaders are made, not born. People can
be taught to become leaders through experience and observation.
 Concerned with what leaders do and act than who the leader is.
 Several theorists studied the behavior of leaders as it affects management
and how humans relate to each other in organizations. These include
Kurt Lewin, Rensis Likert, Blake Mouton, Chris Argyris, and Alvin Toffler.

KURT LEWIN (1890 – 1947)

 An eminent psychologist who proposed that the worker’s behavior is

influenced by interactions between the personality, the structure of the
primary work group and the socio – technical climate of the workplace
(Miner, 2005).
 He categorized leadership styles as (1) authoritarian, (2) democratic
and (3) laissez – faire (Lewin, 1939).
 He also developed the “Field Theory of Human Behavior “(Lewin, 1951).
Lewin believed that people act the way they do depending on self –
perceptions and their environments. T o understand a leader’s behavior or
that of the follower, one must look at the totality of the individual’s
experience.
 Lewin (1951) proposed that change undergoes three stages: unfreezing,
actual change and re – freezing.
1. FIRST STAGE: Unfreezing. It involved overcoming inertia and
dismantling the existing “mind set” . Defense mechanisms have to be
bypassed. Replace the previous culture learned with the new one.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 Characteristics: People in the organization made aware of problems/
performance gap and need for change.
Organizational impact: The diagnosis stage is often driven by a
change agent.
2. SECOND STAGE: Change Occurs. This is typically a period of
confusion and transition. Old ways are being challenged but there is
no clear picture to replace them with yet may be ready to accept new
role.
Characteristics: People experiment with new workplace behavior to
deal with needed change.
Organizational impact: This intervention stage features specific
training plans for managers and employees.
3. THIRD AND FINAL STAGE. Re – freezing. The new mindset is
crystallizing and one’s comfort level is returning to previous levels.
This is often misquoted as “refreezing “. Have internalized new roles
and can adapt to new environment and culture.
Characteristics: People employ new skills and attitudes and are
rewarded by organization.
Organizational impact: Changes are institutionalized in the
corporate culture.

CHRIS ARGYRIS (1923 - )

 He is an organizational psychologist who sought to study the way people

in organization act and react with each other.
 He developed the concepts: Ladder of Inference and Double Loop
Learning.
1. Ladder of Inference is based on the idea that individuals interpret
data to make meaning and make sense of it. With the available data,
one then selects to process, interpret, and finally draw up
conclusions. The conclusions that are drawn are not objective, but
subjective. At each step, there is bias in the process depending on
one’s experience.
The ladder of inference is a reminder that, when communicating, one
needs to communicate not just subjective conclusions, but also the
objective reasoning process and assumptions that underlie the
conclusions. Otherwise, the real sources of disagreement will not be
known which usually lie in one’s assumptions rather than
conclusions
2. Double Loop learning, as opposed to single loop learning, double
loop learning saw learning as a process of detecting and correcting
errors.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  The focus of the theory is on solving problems that are complex and ill –
structured and which change as problem - solving advances (Argyrols and
Shon, 1978; 1996).

ALVIN TOFFLER (1928 - )

 Is a futurist known for his works discussing the digital revolution,

communications revolution, corporate revolution and technological
singularity?
 He examined technology and its impact to the world and the reaction of
and changes in society.
 He also categorized the changes in cultural behavior and civilization in
terms of “waves” such as the First Wave, Second Wave and the Third
Wave (Toffler, 1971).
 He believed that in the Third Wave, i.e., the post – industrial society and
age of information and knowledge, ageing societies will be using new
medical technologies from self – diagnosis to instant analysis of ailments
to self – administered therapies that will be delivered by nanotechnology
instead of doctors and nurses. This will affect the way the whole health
delivery system works.

RENSIS LIKERT (1903 – 1981)

Likert is best known for his development of the Likert Scales and the
Linking Pin model.

1. The Likert Scale is a five (5) scale measurement tool to determine the
level of agreement and disagreement of a respondent to a set of
questions that could be objective or subjective in nature. The format of
a typical five – level Likert item is:
1. Strongly disagree
2. Disagree
3. Neither agree or disagree
4. Agree
5. Strongly agree
2. The Linking Pin Model
 Is a concept of the ideal work relationship of workers in an organization.
 He used the concept of “family” to characterize the desirable social
interaction that should occur between different work units.
 He also encouraged strong personal relations between work units above
and below management to achieve an effective organization.
 The competence and synergy of all the efforts of the workers would lead to
the achievement of common purposes and goals.

Likert’s Four (4) Types of Management Systems

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 1. Exploitative – Authoritative
a. Managers show little confidence in staff associates and ignore their
ideas.
b. Staff associate do not feel free to discuss their jobs with the manager.
c. Responsibility for organization’s goal is at the top; goals are
established through orders.

System 1: Leadership – Management Style; Management uses fear and

threats; communication is top down with most decisions taken at the
top; superiors and subordinates are distant.

2. Benevolent – Authoritative
a. Staff associates ideas are sometimes sought but they do not feel very
free to discuss their jobs with the manager
b. Decisions are made at the top with some delegation
c. Staff associates are occasionally consulted for problem solving
System 2: Leadership – Management Style; Management uses
rewards; , information flowing upward is restricted to what
management wants to hear and whilst policy decisions come from the
top, some prescribed decisions may be delegated to lower levels,
superiors expect subservience lower down.
3. Consultative
a. Their ideas are usually sought and they feel free to discuss their work
with the manager
b. Managers are quite familiar with the problem faced by their staff
associates
System 3 : Leadership – Management Style; Management offers
rewards, occasional punishments; big decisions come from the top
while there is some wider decision making involvement in details; and
communication is downward while critical upward communication is
cautious.
4. Participative
a. Associated with the most effective performance
b. Managers have complete confidence in their staff associates
c. Ideas are always sought
d. Managers are very well informed about the problems faced by their
staff associate and decision making is well integrated throughout the
organization with full involvement of staff associates.
System 4: Leadership – Management Style: Management encourage
group participation and involvement in setting high performance
goals with some economic rewards; communication flows in all
directions and is open and frank; decision making through group
processes with each group linked to others by persons who are
members of more than one group called linking pins; and

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 subordinates and superiors are close to each other. The result is high
productivity and better industrial relations.

ROBERT R. BLAKE (1918 – 2004) and JANE MOUTON ( - 1987)

Dr. Robert R. Blake with Dr. Jane S. Mouton developed the Managerial Grid
Model (1964; 1978), which attempts to conceptualize management in terms of
relations and leadership style.

The grid consists of two behavioral dimensions

1. Concern for task or production. The leader cares little about people and
operates in fear of something going wrong. This leader’s focus is on achieving
results and productivity.
2. Concern for people. This leader cares little about productivity and operates
wholly from a desire to be loved and approved of.

Three things to remember about the Blake and Mouton Managerial Grid.
1. Leaders lay somewhere along the continuum of concern for productivity to
concern for people.
2. There is no one best way of leadership.
3. Different styles are needed for different situations.

Blake and Mouton characterized five different leadership styles according to the
varying emphasis on each of these two dimensions (with a range of 1 to 9 on
each continuum). Most effective leadership is characterized by the combination
of high concern for people. Behaviors can be task – oriented, and effective or
ineffective.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  The model is represented as a grid with concern for production as the x –
axis and concern for people as the y – axis; each axis ranges from 1 (low)
to 9 (high). The five resulting leadership styles are as follows:
1. Impoverished Style (1,1)
a. Description: Leaders have low concern for both people and
production. This style is used to avoid getting into trouble.
b. Characteristics: The main concern is not to be held responsible
for any mistakes, which results in less innovative decisions. This
is a leader who is going through the motions and is indifferent,
non – committal, resigned and apathetic. Leaders just do enough
to keep the job.
c. Results: There is disorganization, dissatisfaction, disharmony
among people due to lack of effective leadership. Leader tries to
stay in the same post for a long time.
2. Country Club Style (1,9)
a. Description: Leader has a high concern for people and a low
concern for production. Leaders using this style pay much
attention to the security and comfort of the employees, in hopes
that this would increase performance.
b. Characteristics: The leader is attentive to his/ her people’s needs
and has developed satisfying relationships and work culture, but
at the expense of achieving results. The leader is defined as
agreeable, eager to help, non – confrontational, comforting and
uncontroversial.
c. Results: The resulting atmosphere is usually friendly, but not
necessarily that productive.
3. Produce or Perish Style (9,1)
a. Description: With a high concern for production, and a low
concern for people, leaders using this style find employee needs
unimportant; they provide their employees with money and expect
performance back. Managers using this style also pressure their
employees through rules and punishments to achieve the
company goals.
b. Characteristics: The leader concentrates almost exclusively on
achieving results. People are viewed as a commodity to be used to
get the job done. Communication is de – emphasized and conflict
is resolved by suppressing it. Leadership is controlling, demanding
and over – powering.
c. Results: This dictatorial style is based on Theory x of Douglas Mc
Gregor, and is commonly applied by companies on the edge of real
or perceived failure. This is used in case of crisis management. So,
while high output is achieved in a short time, it becomes costly as
there is high labor turn – over.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 4. Middle – of – the Road Style (5,5)
a. Description; Leaders using this style try to balance between
company goals and worker’s needs. By giving some concern to
both people and production, leaders who use this style hope to
achieve acceptable performance.
b. Characteristics: This leader is a compromiser who wants to
maintain the status quo and avoid any problems. The leader is
aware of and wants to focus on productivity but not at the
expense of the morale of his/ her team.
c. Results: Leader compromises in which neither production and
people’s needs are met.
5. Team Style (9, 9)
a. Description: Leaders who use this style rely heavily on making
employees feel as a constructive part of the organization.
b. Characteristics: Leader pays high concern both to people and d
production. Leaders encourage team work and commitment
among employees. The leader may be characterized as open –
minded, flexible and one who inspires involvement.
c. Results: The leader achieves high work performance through
leading his/ her people to become dedicated to the organizational
goals. There is a high degree of participation and teamwork, which
satisfies the basic need of people to be involved and committed to
their work.

SITUATIONAL OR CONTINGENCY THEORIES

 Situational theories, under these theories, different situations demand

different types of leadership.
 A situation is a “set of values and attitudes with which the individual or
group has to deal in a process of activity and with regard to which this
activity is planned and its results appreciated.
 Contingency theories, it is called such because the leadership style
would be dependent on the situation that a leader is faced at the moment.
 Proponents are: Paul Hersey, Kenneth Blanchard, Fred Fiedler, Vroom
and Yetton, and Robert House.

PAUL HERSEY and KENNETH BLANCHARD

 Leaders should adapt their style to follower development style ( or

maturity), based on how ready and willing the follower is to perform
required tasks. Their readiness depends on their competence and
motivation.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  There are four leadership styles (S1 to S4) THAT MATCH THE
DEVELOPMENT LEVELS (D1 to D4) of the followers. The four styles
suggest that leaders should put greater or less focus on the task in
question and / or the relationship between the leader and the follower,
depending on the development level of the follower.
 S1: Directing/ Telling Leaders
The leader defines the roles and tasks of the “follower”, and
supervises them closely. Decisions are made by the leader and
announced, so communication is largely one – way.
 S2: Coaching/ Selling Leaders
The leader still defines roles and tasks, but seeks ideas and
suggestions from the follower. Decisions remain the leader’s
prerogative, but communication is much more two – way.
 S3: Supporting/ Participating Leaders
The leader passes day – to – day decisions, such as task allocation
and processes, to the follower. The leader facilitates and takes part in
decisions, but control is with the follower.
 S4: Delegating Leaders
Leaders are still involved in decisions and problem – solving, but
control is with the follower. The follower decides when and how the
leader will be involved.
Effective leaders must be flexible, and must adapt themselves
according to the situation.
However, each leader tends to have a natural style, and in applying
Situational Leadership she must know her intrinsic style.

FRED FIEDLER (1922 - )

 Fiedler (1967) developed his theory around the premise that leaders’
personal characteristics are stable and, therefore, so is the leadership
style.
 The Fiedler Contingency Model is a leadership theory that moved
from the research of traits and personal characteristics of leaders to
leadership styles and behaviors (Fiedler, 1967).
 His model focused on the personality and relationship between the
leader and group members, programming of group’s assignments and
positional power of the leader.
 It is a task – oriented leadership style. There are three aspects of
the situation that needs to be considered.
1. Leader – member relation – refers to how well the manager and
the workers get along.
2. Task structure – refers to how the nature of the job to be done is
highly structured or fairly unstructured or somewhere in between.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 3. Position power – refers to how much legitimate authority does the
leader – manager possess.

VICTOR HAROLD VROOM and YETTON

 Vroom and Yetton suggested that the selection of a leadership style will
determine decision – making. The effectiveness of a decision procedure
depends upon a number of aspects of the situation ( Vroom, 1973), such
as the:
1. Importance of the decision quality and acceptance;
2. Amount of relevant information possessed by the leader and
subordinates;
3. Likelihood that subordinates will accept an autocratic decision or
cooperate in trying to make a good decision if allowed to participate,
and;
4. Amount of disagreement among subordinates with respect to their
preferred alternatives.

Vroom‘s participative model provides a set of rules or norms that

determine how participatory a leader should be when making decisions.

After weighing up various contingencies a leader can choose to:

1. Decide on their own, and if necessary sell their decision.

2. Consult some staff members individually, gathering some informal
ideas and then make the decision themselves.
3. Consult the staff as a group, gathering their suggestions but still
making the decisions themselves.
4. Facilitate a meeting where they define the problem and set the limits
within which a decision needs to be made, and then uses a
consensus approach to make a decision.
5. Delegate the decision making process either to the team or individual
responsible for enacting the decision.

ROBERT HOUSE

 He proposed the Path - Goal Theory of Leadership.

 He said that the leader can affect the performance, satisfaction, and
motivation of a group through rewards, clarification of paths to goals and
removal of obstacles in work performance. T o do this, the leader adopts
a certain leadership style as described below.
a. Directive leadership: Specific advice is given to the group and
ground rules and structure are established. For example, clarifying
expectations, specifying or assigning certain work tasks to be
followed.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 b. Supportive leadership: Good relations are promoted with the group
and sensitivity to subordinates ‘needs is shown.
c. Participative leadership: Decision making is based on consultation
with the group and information is shared with the group.
d. Achievement – oriented leadership: Challenging goals are set and
high performance is encouraged while confidence is shown in the
groups’ ability.

CONTEMPORARY LEADERSHIP THEORIES

Contemporary leadership theories include transactional, transformational,

servant leadership and quantum leadership.

A. TRANSACTIONAL LEADERSHIP STYLE

 The leader motivates the followers by appealing to their own self –
interest.
 The leader is a caretaker who sets goals for employees, focuses on day –
to – day operations and uses management by exception.
 It is a competitive task – focused approach that takes place in a
hierarchy.
 Transactional behavior focuses on the accomplishment of tasks and god
worker relationships in exchange for desirable rewards.
 May encourage the leader to adapt their style and behavior to meet the
perceived expectations of the followers. It can be manipulative and
counter – productive.
 Transactional leadership can encompass four types of behavior.
1. Contingent reward – To influence behavior, the leader clarifies the
work needed to be accomplished. The leader uses rewards or
incentives to achieve results when expectations are met.
2. Management by Exception (MBE) – To influence behavior, the leader
uses correction or punishment as a response to unacceptable
performance or deviation from the accepted standards. MBE is a
conservative approach whereby additional resources are applied in
response to any event falling outside of established parameters.
3. Active Management by Exception - To influence behavior, the
leader actively monitors the work performed and uses corrective
methods to ensure the work is completed to meet accepted standards.
4. Laissez – Faire Leadership – The leader is indifferent and has ‘hands
– off” approach toward the workers and their performance. This leader
ignores the needs of others, does not respond to problems or does not
monitor performance.

TRANSFORMATIONAL LEADERSHIP

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  The most effective and beneficial leadership behavior to achieve long –
term success and improved performance.
 A true leader who inspires her team constantly with a shared vision of the
future.
 Leaders are highly visible, and spend a lot of time communicating.
 They do not necessarily lead from the front, as they tend to delegate
responsibility among their team.
 The transformational leadership style:
 Promotes employee development
 Attends to needs and motives of followers
 Inspires through optimism, influences changes in perception
 Provides intellectual stimulation and encourages follower creativity
 Uses role modeling
 Provides sense of direction and encourages self – management
 Transactional leadership is steeped in hierarchy while
transformational leadership spreads the domain of power to the
followers or subordinates.

Transactional vs. transformational Leadership

 Transactional  Transformational
 Hierarchy  Networking
 Competitive  Cooperative
 Task focus  Process focus
 Exchange posture Promote employee development
 Identify needs of followers Attends to needs and motives of
followers
Provide rewards to meet needs Inspire through optimism
Exchange for expected performance Influence change in perception
Contract for manual benefits Provide for intellectual stimulation
Contingent rewards Encouragement of follower
creativity
 Caretaker  Role model
Set goals for employees  Individualize consideration
Focus on day – to –day operations Provide sense of direction
Management by exception Encouragement of self -
management
 
 

SERVANT LEADERSHIP

Robert Greenleaf (1904 – 1990) – coined the term “servant leadership.’

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  It emphasizes the leader’s role as steward of the resources such as
human, financial and otherwise provide by the organization.
 It encourages leaders to serve others while staying focused on achieving
results in line with the organization’s values and integrity.
 A true servant leader is a servant first.
10 critical characteristics that a servant leader should exhibit:
1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualization
7. Foresight
8. Stewardship
9. Commitment to the growth of people
10.Building community
Everyone who seeks to be an excellent nurse as nursing practice is
essentially service at its best.

EMOTIONAL INTELLIGENCE (EQ) IN NURSING LEADERSHIP

Emotional intelligence (EQ) is defined as a person’s self – awareness, self –

confidence, self – control, commitment and integrity, and a person’s ability to
communicate, influence, initiate change and accept change (Goleman, 1998).

 EQ is a combination of competencies. These skills contribute to a person’s

ability to manage and monitor her own emotions, to correctly gauge the
emotional state of others and to influence opinions ( Caudron, 1999;
Goleman, 1998).
 Leaders who do not develop their EQ have difficulty in building good
relationships with peers, subordinates, superiors and clients.

Three important aspects of emotional intelligence for a leader’s ability to make effective
decisions are;

a. Self – awareness
b. Communication and influence
c. Commitment and integrity
Goleman describes a model of five dimensions (1995). Each area has its own set
of behavioral attributes as follows.
1. Self – awareness is the ability to recognize one’s own feelings as it happens,
to accurately perform self – assessments and have self – confidence. It is the
keystone of emotional intelligence.
2. Self – management or self – regulation is the ability to keep disruptive
emotions and impulses in check (self – control), maintain standards of

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 honesty and integrity (trustworthiness), take responsibility for one’s
performance (conscientiousness), handle change (adaptability), and be
comfortable with novel ideas and approaches (innovation).
3. Motivation is the emotional tendency of guiding or facilitating the
attainment of goals. It consists of:
a. Achievement drive t meet a standard of excellence,
b. Commitment or the alignment of goals with the group or organization,
c. Initiative to act on opportunities, and
d. Optimism or the persistence to reach goals despite set backs.
4. Empathy is the understanding f others by being aware of their needs,
perspectives, feelings, concerns, and sensing the developmental needs of
others.
5. Social skills are fundamental to emotional intelligence. They include:
a. Influence or the ability to induce desirable responses in others by using
effective diplomacy to persuade;
b. Communication or the ability to both listen openly and send convincing
messages;
c. Leadership or the ability to inspire and guide groups and individuals;
d. Building bonds, or nurturing instrumental relationships;
e. Collaboration and cooperation with others toward a shared goal; and
f. The ability to create group synergy in pursuing collective goals.

Goleman’s Four (4)Quadrant Model

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

 Goleman’s definition of emotional intelligence proposes four broad domains
of EQ which consist of 19 competencies:

1. Self – Awareness
a. Emotional self – awareness: Reading one’s own emotions and
recognizing their impact
b. Accurate self – assessment: Knowing one’s strengths and limits
c. Self – confidence: A sound sense of one’s self – worth and
capabilities.
2. Self –Management or Self – Regulation
a. Emotional self – control: Keeping disruptive emotions and impulses
under control
b. Transparency: Displaying honesty and integrity; trustworthiness
c. Adaptability: Flexibility in adapting to changing situations or
overcoming obstacles.
d. Achievement: The drive to improve performance to meet inner
standards of excellence.
e. Initiative: Readiness to act and seize opportunities.
f. Optimism: Seeing the upside of events
3. Social Awareness
a. Empathy: Sensing others’ emotions, understanding their perspective,
and taking active interest in their concerns
b. Organizational awareness: Reading the currents, decision networks,
and politics at the organizational level
c. Service: Recognizing and meeting the needs of followers, clients, or
customers.
4. Relationship Management
a. Inspirational leadership: Guiding and motivating with a compelling
vision
b. Influence: Wielding a range of tactics for persuasion
c. Developing others: Bolstering others’ abilities through Feedback
and guidance
d. Change catalyst; Initiating, managing, and leading in a new
direction.
e. Conflict management: Resolving disagreements
f. Building bonds: Cultivating and maintaining a web of relationships
g. Teamwork and collaboration: Cooperation and team building

MULTIPLE INTELLIGENCES IN NURSING LEADERSHIP

 It focuses on how different intellectual abilities affect leadership.

 Howard Gardner developed this theory and proposed eight (8) different
intelligences to account for a broader range of human potential.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

  These intelligences are:
1. Linguistic intelligence (word smart)
2. Logical – mathematical intelligence ( number/ reasoning smart)
3. Spatial intelligence ( picture smart)
4. Bodily – kinesthetic intelligence ( body smart)
5. Musical intelligence ( music smart)
6. Interpersonal intelligence ( people smart)
7. Intrapersonal intelligence ( self smart)
8. Naturalist intelligence ( nature smart)
 Intelligence area – Verbal – Linguistic

Is strong in – reading, writing, telling stories, memorizing dates, thinking in words

Likes to – read, write, talk, memorize, work at puzzles.

Learns best through – reading, hearing and seeing words, speaking, writing,
discussing and debating.

 Intelligence area – Logical – mathematical

Is strong in – math, reasoning, logic, problem – solving patterns

Likes to – solve problems, question, work with numbers, experiment

Learn best through – working with patterns and relationships, classifying,

categorizing, and working with the abstract.

 Intelligence area – Spatial

Is strong in – reading maps, charts, drawing mazes, puzzles, imaging things,

visualization

Likes to – design, draw, build, create, daydream, look at pictures

Learns best through – working with pictures and colors, visualizing, and drawing

 Intelligence area – Bodily – Kinesthetic

Is strong in – athletics, dancing, acting, crafts, using tools

Likes to – move around, touch and talk, body language

Learns best through – touching, moving, and processing knowledge through bodily
sensations

 Intelligence area – Musical

Is strong in – singing, picking up sounds, remembering melodies, and rhythms

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

Likes to – sing, hum, play an instrument, listen to music

Learns best through – rhythm, melody, singing, listening to music and melodies

 Intelligence area – Interpersonal

Is strong in – understanding people, leading, organizing, communicating, resolving

conflicts, selling

Likes to – have friends, talk to people, join groups

Learns best through – sharing, comparing, relating, interviewing, cooperating

 Intelligence area – Intrapersonal

Is strong in – understanding self, recognizing strengths and weaknesses, setting goals

Likes to – work alone, reflect, pursue interests

Learns best through – working alone, doing self – paced projects, having space,
reflecting

 Intelligence area – Naturalist

Is strong in – understanding nature, making distinctions, identifying flora and fauna

Likes to – be involved with nature, make distinctions

Learns best through – working in nature, exploring things, learning about plants and
natural events

QUANTUM LEADERSHIP

 Described by Porter – O’Grady and Malloch (2003) as new leadership for

new age.
 They think most leaders are neither fully prepared nor equipped to
change outmoded models because the foundations f their leadership
concepts are based in the past.
 Control is not the issue; rather, change dominates the climate.
 The quantum leader recognizes continual movement and change occur in
reality and creativity and innovation are at the core of good work
performance.
 Nurses’ work within medical systems that are composed of many smaller
systems whose patterns affect the whole.

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN

Lectured by: Ms. GRACE VIRGINIA B. CALDERON, RN