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Personal Leadership Model Martina Garcia Capella University MHA-FPX5012: Organizational Leadership & Governance Dr. Andrea Lowe November 2023

2 Personal Leadership Model Health care is defined by constant change in response to advancements in treatments, technology, shifting demographics, economic fluctuations, and external policies and legislation. Therefore, it is critical that health care leaders can adapt to changing circumstances, maintain clarity of vision, executive strategic action in times of crisis, and effectively engage and build their teams in all circumstances. While technical skills and knowledge help drive leadership effectiveness, a leader’s emotional intelligence (EI) is just as important. As Landry (2019) pointed out, there is a correlation between empathy, improved decision-making, and team performance. The following paper reviews the relationship between emotional intelligence and leadership effectiveness, includes a critical reflection of my own leadership response during a time of crisis, posits a personal leadership brand, and defines a personal leadership model that aligns with my organization’s mission and vision, and increases my ability to effectively lead the teams that report to me regardless of financial forecasts. Part I: Emotional Intelligence and Leadership Peter Drucker (1995) once said that culture eats strategy for breakfast. In addition to mastering technical skills such as strategic planning and subject matter expertise, a highly effective leader must demonstrate a high degree of EI, as those skills enable a continuous process of self-reflection and growth, enhance the leader’s ability to identify the emotional needs and motivations to build highly effective teams, and the organizational awareness to adapt their leadership style to the norms, behaviors, and values of an organization in support of its directional strategies. One way for leaders to develop their EI is through routine self- assessment to identify strengths and areas of opportunity. The Global Leadership Foundation (n.d.) structures its emotional intelligence assessment tool around the original four domains outlined by Daniel Goleman (1995): self-awareness, self-management, social awareness, and relationship management.

3 At the center of Goleman’s (1995) framework is self-awareness. A self-aware leader can acknowledge and understand their own emotions, motivations, and responses to others and to external situations (Goleman, 1995). A study of 5,000 leaders examined common themes related to self-awareness in leadership (Eurich, 2018). The study highlighted the difference between internal and external self-awareness (i.e., understanding of one’s impact on others), and the balance between humility and self-confidence (Eurich, 2018). Specifically, the higher ranks the leader achieves, the less likely they are to be self-aware, which can hinder their ability to receive constructive feedback and their ability to objectively assess their own strengths and weaknesses (Eurich, 2018). One of the strategies recommended by the study was for leaders to ask more strategic answers to improve their development, such as what circumstances trigger certain responses or what they might do to respond differently in the future (Eurich, 2018). Another strategy to improve this aspect of emotional intelligence was to build a network of trusted colleagues who feel comfortable providing honest feedback, while also creating safe ways for subordinates to debrief and provide feedback without fear of retaliation (Eurich, 2018). Leaders who cultivate and model authentic and humble feedback mechanisms are more likely to build more effective teams by modeling the behavior among the rest of the team, while also creating the psychological safety for members and colleagues to raise concerns (Global Leadership Foundation, n.d.). The second emotional intelligence domain is self-management (Goleman, 1995). Five competencies comprise this domain: self-control, transparency, adaptability, achievement orientation, and initiative (Global Leadership Foundation, n.d.). The ability to regulate one’s emotions and impulses is fundamental to projecting a professional image in the workplace, as is the ability to stay composed under pressure. Projecting a demeanor of calm confidence during times of crisis is reassuring to others, and helps staff stay focused and motivated (Weidner et al., 2020). It also allows leaders to navigate conflict resolution constructively as they can keep their emotions in check during conflicts (Landry, 2019). However, emotional self-control is also

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4 an area fraught with opportunities for bias to impact how leaders are perceived. On the one hand, leaders are encouraged to demonstrate vulnerability and authenticity, yet displays of emotion are sometimes met with judgment (Weidner et al, 2020). A recent study evaluated how displays of an emotional response resulted in changes in viewer perceptions of an individual’s competence and status, stratified by race and gender (Marshburn et al., 2020). For example, men who express sadness instead of anger are often viewed as weak or ineffective; however, women who express anger lose more status and perception of competence than they do when expressing sadness, and in comparison, to men expressing either emotion (Marshburn et al., 2020). Within those groups, White, Hispanic, and Asian women were most penalized in a loss of status and perceptions of being unlikable (Marshburn et al, 2020). A Pews Research Center report shared research that women who were viewed as assertive, decisive, and ambitious were viewed less favorably than men across all races, and only 10% of participants in the study indicated that showing emotions benefited women (Menasce-Horowitz et al., 2018). Therefore, emotional self-regulation in women leaders is critical to maintain the trust and confidence of their teams to be a more effective leader. Yet, women leaders must also be able to lean on their social networks for safe spaces to demonstrate their vulnerability for their own resilience. The third domain of social awareness concentrates around empathy, organizational awareness, and service orientation. As health care leaders are often called to lead change within their organizations, leaders who improve their skills in this area will be effective change agents within the organization, as social awareness skills help them identify influencers who can help socialize the changes to the rest of the team, understand the politics and dynamics that can pose barriers to change, achieve buy-in by adapting messaging to reflect stakeholder priorities, and help their teams stay focused and motivated during times of transition (Issah, 2018). These skills are especially important in building more inclusive work environments, and leaders can flourish by increasing their active listening skills, being present and engaged with frontline workers, and being authentic in acquiring knowledge across cultural norms,

5 perspectives, and values within their teams (Richard-Eaglin, 2021). The way in which leaders demonstrate these skills sets the tone for the department and becomes a model for behavior of welcome and inclusion for other leaders and staff members (Rahman, 2019). When leaders and team are aligned, they are more productive and effective (Rahman, 2019). The final domain is relationship management, which includes seven competencies concentrated on developing one’s own teams, cultivating effective relationships with other others, collaboration, and teamwork, influencing change, and advancing an inspiring vision. Understanding people’s motivations and building trust in peer-to-peer relationships and with direct reports enhances the leader’s ability to lead change and galvanize teams to move cohesively toward a future goal (Coronado-Maldonado & Benitez-Marquez, 2023). Part II: Personal Leadership Assessment Reflection serves as a crucial tool for health care leaders to cultivate expertise in requisite leadership competencies by the use of a structured process to build a deeper understanding of others, consider their own assumptions, identify instances where they have made the wrong decisions, acknowledge when their focus on tasks – or lack thereof – caused them to miss crucial information, recognize moments when they have surprised themselves at their abilities to adapt to a shifting dynamic to make what ended up being the right decision (Maiden, 2017). There are multiple reflection models available to leaders, such as the Gibbs Reflective Cycle (Wade, 2011), the Burford Nursing Development Unit proposed by Christopher Johns (1991), and Borton’s Development Framework (Borton, 1970). Each of these models are unique in their language and order, but all share common themes in their analysis, including reviewing the facts and emotions related to a pivotal moment, the experience’s larger implications, and an analysis of personal learnings that could be drawn from the experience. For my own self-reflection, I will utilize the Borton’s Development Framework referenced by Maiden (2017), due to the simplicity and flow of the model, which is constructed around three sections: “what,” “so what,” and “now what.”

6 What? In my role as the Director of Patient Experience, I wear many hats, including navigating patient complaints and grievances. On Monday, September 25, at approximately 4:15 p.m., I was stopped by our guest services supervisor who alerted me that there was a woman asking to speak to administration to file a complaint about the care her elderly mother had received from one of the physician practices. Technically, any issues related to the physician practices are managed by one of my colleagues, yet I instinctively felt that it was important to see if I could assist the mother-daughter duo and sat down next to them. The mother, who we will called Miss June, had been visiting from out of state with a friend, and when the daughter, who we will call Janelle, went to visit her, she found out the mother had fallen a few days prior and was now bedridden, laying in her own filth, and unable to move without pain. The daughter took her to the emergency department where they discovered a fractured shoulder and discharged her to follow up with a surgeon. On the day I met them, they had just come from being told that the surgeon did not feel the shoulder was operable; however, Janelle felt it was unsafe for her mother to come home with her given her condition and was looking for help. In analyzing the situation, I immediately sensed her fear, but because the mother’s insurance was based in New York and with her underlying health issues, I felt out of my element and frozen in terms of how to proceed. It was critical to portray confidence and calm in a time of ambiguity and high stress, even though I felt panicked. I requested permission from Janelle to confer with someone with clinical expertise to determine the best next steps and excused myself to meet with nursing leadership. I quickly went to confer with Heather, our Chief Nursing Officer, and Barbara, our Director of Nursing Operations. I briefly described the situation and asked what they recommended we do to help the family. To my surprise and dismay, Heather looked suspicious and asked several questions alleging the family was trying to defraud the hospital and that it was their problem to solve, not

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7 ours. It was extremely unempathetic and I did my best to not let my feelings show on my face. Fortunately, Barbara offered to meet with them while I contacted our Manager of Social Work to weigh in on the insurance options and what was needed to potentially connect the mother with rehab. Together, we decided the best option was to go to our emergency department to be reassessed, held for overnight observation, and have an occupational therapy consult the next morning. I wheeled Miss June to registration and reviewed the plan with the charge nurse and attending physician to make a plug for this care plan. I was reassured they would do what they could to assist her, and I left Janelle my card in case she needed to reach me. So What? When I followed up with Janelle a couple of days later, she reported that when they assessed her mother in the emergency department, they diagnosed a urinary tract infection (contributing to her confusion), multiple pulmonary embolisms, and three lumbar fractures that had not been noticed by the other hospital. She was admitted to the hospital that same night and was slated for kyphoplasty on Monday, October 2. Janelle thanked me for listening to me and helping them, as the doctor said there was a good chance her mother could have died without treatment. I was pleased that my instincts about the situation were correct, but had I listened to Heather, it might not have had as positive of an outcome. In reflecting on this experience, there are a couple of difference evidence-based leadership strategies that I could have used to manage this stressful situation better. I was disappointed in myself that my mind went blank in developing an action plan in the moment when my experience should have directed me to come up with next steps. In times of crisis, before acting, leaders can employ mindfulness strategies such as breathing techniques and internal body scans to help regulate the panic reaction (Rupprecht et al., 2019). Another mindfulness strategy is mindful task management; in this situation identifying the critical tasks and resources required to complete them can form the initial structure of a response plan (Rupprecht et al., 2019). Effective leaders are humble enough to know they do not have all the

8 answers in times of crisis and engage the appropriate stakeholders to collaborate on an action plan (Kaul et al, 2020). Another strategy leaders can use in time of high stress is to reinforce the collective identity to galvanize others to act; in other words, appeal to the shared purpose of those within the organization (Kaul et al., 2020; Weidner et al., 2020). In this case, by invoking Emory’s core purpose of “improving lives and providing hope” (Emory Healthcare, n.d.) I could galvanize others to act according to our shared values. Now What? In terms of how this situation can influence my personal leadership development, I plan to employee the leadership framework of Kouzes and Posner (2010), which defines leadership not as a personality trait, per se, but as five observable practices: model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. By using the mindfulness and collaboration techniques detailed above, it will enable me to be more effective in both enabling others to act and modeling the way for the teams that report to me, as they will see how I respond to crisis calmly and methodically, while inviting the right people into the problem-solving conversation. This will, in turn, can help me empower my guest services staff to ask for help appropriately, not panic when confronted with a new situation (such as a technology disruption) or upset guest or patient, and increase teamwork as a way to manage stressful situations, as they were watching me intently while I was with the mother and daughter. Another practice I can use as a leader to inspire a shared vision, challenge the process, and encourage the heart is to debrief with the team afterwards to walk through how they might respond if they acted and faced pushback from others (Rupprecht et al., 2019). Through role playing and co-creating some simple decision trees they can use when I am not on site, I can empower them to be more self-reliant, confident, and inspire trust in others and themselves (Rupprecht et al., 2019). Part III: Personal Leadership Brand Statement

9 In marketing and communications, the concept of a brand is the way in which others experience your organization or product and the consumer’s impression and emotional response to it. The idea of a personal brand is based on this same principle (Shirey, 2010). Effective leaders much be aware of the impression they leave on others and take a proactive role in shaping what comes to mind for others when they think of the leader. The qualities that inform a leader’s personal brand may be innate or they may be cultivated as an intentional process of self-discovery and self-packaging (Shirey, 2010). Schawbel (2010) recommends a four-step process for leaders to develop a personal brand statement: discover your brand, create your brand, communicate your brand, and maintain your brand. My mentor from a previous organization once said that my greatest strengths were my creativity and problem-solving skills. I also tend to conduct research before initiating a new project and will invite contributions from others before making decisions, as the best ideas come about through shared wisdom and collaboration with colleagues who all bring their unique perspectives to a situation. Therefore, my leadership brand is inclusive problem-solver so that I can bring together the right stakeholders around a common vision, share power, inspire more creative and holistic solutions to complex problems, and help Emory Healthcare improve lives and provide hope while being a thoughtful financial steward of its resources. The use of the word inclusive rather than collaborative also speaks to my passion for addressing health disparities and creating a more inclusive and welcoming environment for patients, providers, and staff. Throughout the last several weeks, I have completed a personal leadership assessment, an assessment of my strengths and weaknesses in the Health Leadership Competency Model 3.0 (National Center for Healthcare Leadership, 2018), and the Global Leadership Foundation Emotional Intelligence Test (n.d.), or GLFEIT, to garner additional insight into my own personal leadership styles. The strengths that consistently rose to the surface were my change management skills and self-awareness, with opportunities to enhance my competencies in

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10 process improvement and interpersonal understanding. In conducting the GLFEIT (n.d.), I received a 10/10 for both relationship management and social awareness, with opportunities to grow in self-awareness (6/10) and self-management (8/10). All these attributes and strengths correspond to a leadership brand of inclusive problem-solver, as they require a leader who knows their own limitations, is humble enough to defer to the expertise of others and can build a network of trusted relationships with others that enable effective collaboration. Part IV: Personal Leadership Model Leadership Strategies to Guide Highly Effective Teams Many of the dominant leadership strategy models were defined decades ago, with some dating back millennia. Marcus Aurelius (2014) defined Stoic traits of leadership, acceptance, change management, and conflict resolution in his Meditations . Sun Tzu (2010) outlined strategy, motivating direct reports, and achieving a unified vision in his treatise, The Art of War , while Machiavelli’s The Prince (20023) took a more pragmatic and ruthless approach to leadership, laying the basis for the authoritarian leadership models still employed by some today. Contemporary organizational design researchers, however, gravitate toward servant, situational, and transformational leadership models. Situational leadership frames leadership as constantly shifting based on the needs between leader and subordinate during any given task, often dictated by the skill and commitment level of the subordinate (Claus, 2021). Situational leadership can be useful to leaders in cultivating highly effective teams by fostering individual motivations, encouraging transparent communication, acknowledging, and developing the diversity of the individuals to perform at their best, collaborating in identifying solutions to barriers to performance, and empowering individuals so the team can experience shared improvements in performance (Claus, 2021). Situational leadership can make it hard to unify teams quickly if team members are at various levels of skill and commitment, resulting in potential breakdown in teamwork during crisis or inability to move quickly in a unified direction due to individual team members being at different levels of

11 performance and engagement (Claus, 2021). This cause actually trigger conflict and decrease collaboration if certain high performers feel they are shouldering more of the work than others. In servant leadership, the needs of others are prioritized over the leader’s goals and agenda (Koh, 2023). Humanity and caring are valued over influence and power, and can inspire increased collaboration and teamwork, innovation due to the shared power among many voices, strong cultures, and investment in professional development and learning (Koh, 2023). In times of crisis, servant leadership focuses on the resilience of an organization’s people; however, one of its weaknesses is that servant leaders may not be able to articulate the clarity of vision and direction to move forward (Claus, 2021). Servant leadership can be useful in responding to times of shared trauma, where the focus is on building resilience of the team, such as a natural disaster or unanticipated death ( Claus, 2021). It is also highly effective in an environment that benefits from a shared governance approach, such as in a nursing unit, where team-based care and interpersonal relationships are bigger drivers than an overarching organizational strategic plan (Papa & Robinson, 2023). Transformational leadership encompasses many of the concepts of servant and situational leadership styles by inspire and motivate their followers by creating a compelling vision, fostering a sense of purpose, and organizing teams around the organizational values and goals (Claus, 2021). Transformational leadership embraces a diversity of backgrounds, experiences, and cultures to create an environment where different perspectives and insights are shared to improve communication, collaboration, and foster a robust exchange of ideas and perspectives (Ajanaku & Lubbe, 2021). This not only benefits the leader in making more informed and nuanced decisions on behalf of the team and the customer, but it also leads to higher levels of employee engagement, mitigates team conflict, and increases employees’ feeling that their contributions are valued (Ajanaku & Lubbe, 2021). By creating a space where teams are encouraged to take risks (and not fear failure), there is a greater sense of psychological safety and lower rates of employee turnover (Ajanaku & Lubbe, 2021).

12 Transformational Leadership Strategies for Communication, Conflict Resolution, Motivation, and Collaboration The efficacy of transformational leadership really came through during the COVID-19 pandemic. The transformational leader demonstrates skills in communication, conflict resolution, motivation, and collaboration. During COVID-19, transformational leaders adapted to surges, identified new supply chain sources, balanced staff safety fears with existing resources, and worked shoulder to shoulder at the frontline to motivate, encourage and empower their teams during times of crisis (Koh, 2023 ). If necessity is the mother of invention, then the COVID-10 pandemic precipitated daily new inventions to manage a unique crisis that money could not solve, such as staff becoming ill or the sheer lack of available ventilators in their state (Koh, 2023). The lessons from this experience highlight approaches transformational leaders can use in non-crisis situations to build highly effective teams. To foster improvements in communication and collaboration, the transformational leader can use Lean management tactic of daily huddles to review situational issues such as supply or equipment issues, communicate announcements or anticipated changes, and provide daily recognition of team members (van Assen, 2021). This tactic increases daily communication among the team, identifies issues and solutions before the problems snowball, and builds teamwork. It also empowers staff to know that they can safely raise concerns without being judged and that issues raised will be addressed immediately or escalated, increasing the sense of staff that their leaders are invested in them (van Assen, 2021). Another tactic the transformational leader can use to foster collaboration and motivation is by bringing new voices, perspectives, and ideas to the table where individuals can contribute their skills and backgrounds (Koh, 2023). By adapting their leadership approach to delegate projects and responsibilities according to individuals’ competencies and aspirations, staff feel empowered and engaged in the work they do, respected and seen as individuals by their leaders, and more likely to perform to the best of their abilities (Lamba et al., 2022). On an individual level, leaders

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13 can create individualized development plans with set performance goals and hold routine check- ins with employees to help them see their own progress and build confidence (Lamba et al., 2022). From a team perspective, leaders can facilitate collaborative problem-solving sessions with the entire team so their shared perspectives can help identify solutions to barriers, while fostering greater collaboration, teamwork, and trust among team members (van Assen, 2021). The transformational leader must lean heavily on EI skills and competencies to navigate conflicts among direct reports, peers, and their own leaders. In an increasingly diverse environment where cultural norms and differences may come to a head, the transformation leader must stay humble, fair, and aware of sources of potential conflicts, in addition to how their own biases may influence their responses (Richard-Eaglin, 2021). Tactics to foster conflict resolution include gentle probing when conflicts do arise to encourage parties to explore the source of the conflict, encouraging shared collaboration in identifying resolutions, reinforcing shared values, and guiding team members to solutions rather than imposing them (Rahman, 2019). Influence of Financial Forecasts on Leadership Style As financial forecasts continue to look bleak in health care and at my own hospital, leveraging skills in collaboration, innovation in the face of resource scarcity, and including a wide range of voices and perspectives will be critical in advancing patient experience and maintaining engaged, highly effective teams. A study by Rasheed et al. (2021) looked specifically at retention strategies in the light of decreased availability of increased financial compensation due to organizational losses, a traditional mode of incentivizing high performance. Their research highlighted financial leadership strategies to increase employee retention: listening sessions to understand what drives employees’ joy at work and desire to stay, co-designing activities based on their input, and developing career plans for individuals based on their personal and professional ambitions to increase retention (Rasheed et al., 2021). Another financial leadership strategy to build highly effective teams is co-designing solutions to common issues through Lean improvement methodologies. Employers who leverage Lean methods to address internal

14 processes and needs, employee engagement and barriers to satisfaction, training staff on advanced problem-solving tools to collaborate on solutions, had teams that are more motivated, optimistic in their outlook, and empowered in times of uncertainty, resulting in increases in tenure (van Assen, 2021). Leadership Style Alignment with the Organization This summer, Emory Healthcare leadership announced a decision to transform into a service line structure, instead of each operating unit functioning at the entity-level. As a transformational leader, I will be challenged to leverage my skills as a change agent and inclusive problem-solver to support these changes. While our structure is changing, Emory Healthcare’s mission and vision remains steadfast. Our mission is to improve “the health of individuals and communities at home and throughout the world” and our vision is to “to be the leading academic health science center in transforming health and healing through education, discovery, prevention and care” (Emory Healthcare, n.d.). The Emory Healthcare (n.d.) values are: We exemplify excellence, innovation, and collaboration. We treat everyone with respect, caring, and compassion. We embrace diversity, equity, and inclusion. We steward our resources responsibly to optimize value. We serve with integrity. As a transformational leader with the leadership brand of “inclusive problem-solver,” my brand and leadership styles align well with the values of our organization, which emphasizes compassion, inclusion, and innovation. During this time of major organizational restructuring, demonstrating EI will be critical in my role as leader, including staying empathetic to employees’ anxieties and concerns, including the team’s input in aligning the department’s strategic plan to the organizational direction, regulating my own emotions as the patient experience teams across the system are re-aligned to maintain optimism and confidence among my team, and reinforcing our shared commitment to patient- and family-centered care. It also means I need to take an

15 active role in modeling how we embrace changes, challenging the status quo to drive innovations, and coaching and uplifting others to be their best selves and thrive in this unfamiliar environment. Conclusion Leadership is married to the moment. Organizations are not stagnant: they are constantly evolving organisms with systems and components that fluctuate and shift. The mix of leadership qualities and organizational needs that are well matched at one moment may not be as good of a combination as new internal and external factors take shape. Therefore, leaders must have the emotional intelligence that enables them to reflect on their strengths and opportunities, take an active lead in their own growth, and step up to new challenges as they emerge. As I grow in my personal leadership model of inclusive problem-solver, I must never become content or fixed in my knowledge. I must continually examine my own mental models through the lens of inclusion and actively ask the important questions of “why” and “how can we do better” as I lead my teams to bring Emory Healthcare closer to our goal of improving lives and providing hope.

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16 References Ajanaku, O. J., & Lubbe, W. (2021). Applying transformational leadership in nursing through the lens of Kouzes and Posner leadership practices. Gender and Behaviour , 19 (2). 17788- 17794. http://www.proquest.com/scholarly-journals/applying-transformational-leadership- nursing/docview/2649773178/se-2/accountid/D27965 Aurelius, M. (2014). Meditations (M. Hammond, Trans.). Penguin Classics. (Original work written in C.E. 175). Borton, T. (1970). Reach, teach, touch: student concerns and process education . McGraw Hill. Claus, L. (2021). Do we need a new leadership paradigm due to Covid-19? International Journal of Business and Management Research, 9 (2). 162-167. https://doi.org/10.37391/IJBMR.090206 Coronado-Maldonado, I. & Benitez-Marquez, M.D. (2023). Emotional intelligence, leadership, and work teams: A hybrid literature review. Heliyon , 9 , e20356. https://doi.org/10.1016/j.heliyon.2023.e20356 Drucker, P. (1995). Managing in a time of great change . Truman Talley Books. Emory Healthcare. (n.d.). About us. https://www.emoryhealthcare.org/about Global Leadership Foundation. (n.d.) Emotional intelligence test . http://globalleadershipfoundation.com/geit/eitest.html Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ . Bantam Books, Inc. Issah, M. (2018). Change leadership: the role of emotional intelligence. SAGE Journals , 8 (3). https://doi.org/10.1177/2158244018800910

17 Johns C. (1991). The Burford Nursing Development Unit holistic model of nursing practice. Journal of Advanced Nursing, 16 (9), 1090–1098. https://doi.org/10.1111/j.1365- 2648.1991.tb03370.x Kaul, V., Shah, V.A., & El-Serag, H. (2020). Leadership during crisis: lessons and applications from the COVID-19 pandemic. Gastroenterology , 159 (3). https://doi.org/10.1053/j.gastro.2020.04.076 Koh, C. B. (2023). An exploratory study of crisis leadership qualities: The creative, adaptive, resilient, emotional intelligence (CARE) survey. Eurasian Journal of Business and Management , 11 (2), 58-77. https://doi.org/10.15604/ejbm.2023.11.02.001 Kouzes, J. M., & Posner, B. Z. (2010). The five practices of exemplary leadership (2nd ed.). John Wiley & Sons. Lamba, S., Omary, M. B., & Strom, B. L. (2022). Diversity, equity, and inclusion: Organizational strategies during and beyond the COVID-19 pandemic. Journal of Health Organization and Management, 36 (2), 256-264. https://doi.org/10.1108/JHOM-05-2021-0197 Landry, L. (2019, April 3). Why emotional intelligence is important in leadership [Blog post]. Harvard Business School Online . https://online.hbs.edu/blog/post/emotional-intelligence- in-leadership Maiden, G. (2017). Using reflection and visual representation to analyse and build leadership capacity, through a personal account of exemplary leadership. International Practice Development Journal , 7 (2). https://www.fons.org/Resources/Documents/Journal/Vol7No2/IPDJ_0702_10.pdf Machiavelli, N. (2003). The prince (G. Bull, Trans.) . Penguin Classics. (Original work published 1532).

18 Marshburn, C.K., Cochran, K.J., Flynn, E., & Levine, L.J. (2020). Workplace anger costs women irrespective of race. Frontiers in Psychology , 11 . https://doi.org/10.3389/fpsyg.2020.579884 Menasce-Horowitz, J., Igielnik, R. & Parker, K. (2018). Women and leadership 2018 . Pew Research Center. https://www.pewresearch.org/social-trends/wp-content/uploads/sites/ 3/2018/09/Gender-and-leadership-for-PDF_updated-10.1.pdf Papa, A., & Robinson, K. (2023). Leadership and trauma-informed care: working to support staff and teams. Journal of Emergency Nursing , 49 (2), 172–174. https://doi.org/10.1016/j.jen.2022.11.001 Rahman, U. (2019). Diversity management and the role of a leader. Open Economics , 2 (1), 30– 39. https://doi.org/10.1515/openec-2019-0003 Rasheed, M.S., Odeesh, J.Y., & Ibrahim, T.A. (2021). Financial compensation and talent retention in COVID-19 era: the mediating role of career planning. Management Science Letters , 12 , 35-42. https://doi.org/10.5267/j.msl.2021.8.003 Richard-Eaglin, A. (2021). The significance of cultural intelligence in nurse leadership. Nurse Leader , 19 (1), 90-94. https://doi.org/10.1016/j.mnl.2020.07.009 Rupprecht, S., Falke, P., Kohls, N., Tamdjidi, C., Wittmann, M., & Kersemaekers, W. (2019). Mindful leader development: How leaders experience the effects of mindfulness training on leader capabilities. Frontiers in psychology , 10 , 1081. https://doi.org/10.3389/fpsyg.2019.01081 Shirey, M. R. (2010). Building your personal leadership brand. Clinical nurse specialist CNS , 24 (1), 11–13. https://doi.org/10.1097/NUR.0b013e3181c4ac28 Tzu, S. (2000). Sun Tzu on the art of war (L. Giles, Trans.). Allandale Online Publishing. (Original work published 1910).

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19 Eurich, T. (2018). Managing yourself: what self-awareness really is (and how to cultivate it). Harvard Business Review , 4 . https://hbr.org/2018/01/what-self-awareness-really-is-and- how-to-cultivate-it van Assen, M.F. (2021). Training, employee involvement and continuous improvement – the moderating effect of a common improvement method. Production Planning & Control , 32 (2), 132-144. https://doi.org/10.1080/09537287.2020.1716405 Wade, C. (2011). Planning and writing an evidence-based critical reflection. Journal of Paramedic Practice , 3 (4), 190-195. https://doi.org/10.12968/jpar.2011.3.4.190 Weidner, R., Croft, C., and McGivern, G. (2020). Improvisation during a crisis: Hidden innovation in healthcare systems. BMJ Leader , 4 (4), 185-188. https://doi.org/10.1136/leader-2020-000259

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