Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Health and Hygiene

Hygiene is an essential component of healthy living, integral to achieving health and preventing disease. Not just selecting the right food choices but also cooking & consuming them in a hygienic way is equally important in preventing the infectious diseases. Adopting hygienic practices and promoting hygiene in the community, schools and workplace prevents innumerable infectious disease. Some of the infectious diseases prevented through hygienic practices are diarrhoea, amoebiasis, giardiasis, worm infections, typhoid, jaundice, bacterial pharyngitis, skin infections, tuberculosis, conjunctivitis etc. Many chronic diseases have also been linked to infections, especially unhygienic food, gastric ulcers, certain types of cancers and there is some evidence for cardiovascular disease. Following are some points, which should be inculcated in day-to-day life. †¢ Wash hands thoroughly with soap after urination, after using the toilet and also after changing diapers, †¢ Wash your hands with soap and water after handling pets †¢ Before touching any food item, wash your hands with soap and water. †¢ Keep nails short and clean. Clean & Trim the nails of both hands. †¢ Your hair should be tied when you cook. †¢ Preferably the cooking area and the area used for washing utensils should be separate and dedicated for that purpose and not connected to the bathrooms or any other source of potential faecal matter like washing clothes. †¢ Kitchen should be well lighted & ventilated (with either chimney/exhaust fan) & with meshed windows. †¢ The cooking and eating area should be preferably elevated. †¢ Keep the cooking, washing, and utility area and kitchen clothes clean. The kitchen surface and the floor should be regularly cleaned. Additionally, clean the kitchen in the night. Kitchens left dirty in the night tend to attract pests which are carriers of infection. †¢ Cover all foods, cooked as well as uncooked, at all times. †¢ If a house fly or any insect has even fleetingly sat on a food item, then, that food item needs to be discarded. †¢ Protect the kitchen & food items from insects, pests & other animals.

Analysis Of Macbeth By William Shakespeare - 1266 Words

Micki Mooberry English 4 Livengood 2nd Hr 11 December 2015 Confliction Leading to Guilt A mind, in this case, is controlled by a man’s actions, unlike in reality, to where a mind controls actions. Someone who constantly has a quarrel with his own mind can lead him to frustration and over thinking. Overthinking then leads to blocking out certain actions and thoughts, creating anger to build up. From then, it leads to conflictions with not only self but others who may have a negative influence. Macbeth is a story of man, wanting to be recognized and have power. To get this power he will do anything, including murdering any man in his way. In doing so he slowly creeps into madness, leading him to only start harming innocent people because what his guilty conscience thought what was right was not. Macbeth conflicts with his self mind, Lady Macbeth is a major external conflict leading to both of them going mad, to this, it leads them to become very corrupt in the mind and leads them to go insane with guilt. One competing within themselves is an extreme internal force that causes them to choose between either good and evil, which then, not always leads to the best outcome. Macbeth leeds himself into battling his own mind the he ends up dreaming about the dagger which later physically gave him a path of courage to killing Duncan. â€Å"A dagger of the mind, a false creation, proceeding from the heat-oppressed brain? I see thee yet, in form of a palpable, As to which now I draw† (ActShow MoreRelatedAnalysis of Macbeth by William Shakespeare Essay1823 Words   |  8 PagesAnalysis of Macbeth by William Shakespeare William Shakespeare wrote Macbeth between 1605 and1606 in what we call his dark period; it became one of his finest tragedies. 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The Behavioral Definition of Punishment - 1907 Words

This paper will provide the behavioral definition of punishment and give examples of both positive and negative punishment in different types of settings. The guidelines for the effective use of punishment, as well as legal and ethical issues that should be considered by the Behavior Analyst while designing a behavior intervention plan are identified. The term punishment as used in operant conditioning refers to any change that occurs after a behavior happens that reduces the likelihood that the behavior will follow again in the future. Punishment occurs when a response is followed immediately by a stimulus change that decreases the future frequency of similar responses. Behaviorist B.F. Skinner was the first psychologist to identify†¦show more content†¦The mere mention of the word punishment as in the origin of the word make most people think of causing pain when in fact negative punishment is very different from corporal punishment. Corporal punishment is the use of p hysical force with the intention of causing a child to experience pain but not injury for the purposes of correction or control of the childs behavior (Gershoff, 2002). Behavior change strategies based on negative punishment involve taking away a desirable stimulus after a behavior occurs. Punishment has occurred when a response is followed immediately by a stimulus change to decrease the future frequency of the behavior. Positive punishment aids in the decrease in the problem behavior. Reprimand is one of the most common forms of positive punishments. A firm No or Stop delivered immediately on the occurrence of an undesirable behavior will significantly reduce the chance of the behavior being repeated in the future. Verbal praise is a form of positive punishment. In a study using 2  ½ to 7-year-olds praise was used to reward compliance by the parents in the home (Owen, 2012). Parent training on elements of praise and positive attention was conducted at the onset of the study. The setting of this study was conducted in the home setting for handling noncompliance. The methods of punishment explored for this study were the effects of parental praise, positive nonverbal responses, reprimand, and negative nonverbal responses.Show MoreRelatedEffects of Corporal Punishment on Children When Used in the Home1354 Words   |  6 PagesEffects of Corporal Punishment on Children When Used in the Home Discussion about corporal punishment is everywhere. It is in the news and in the home, and in education on what is punishment and what is abuse is beginning to rise. Corporal punishment has been used as a disciplinary tool for parents throughout all of Americas history (Gershoff, 2002, p. 1). However, the definition of what corporal punishment actually is, is still unclear to some people and parents. 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Myths and Religion Essay - 899 Words

When this word â€Å"myth† is used, the term is usually related to a fable, invention or a fiction story. Over the years, many scholars started approaching the study of myth differently. These scholars have approach myths in a way their meaning was traditionally regarded. In many traditions these myth are true stories and never refer to as false stories. ( http://ancienthistory.about.com/cs/grecoromanmyth1/a/whatismyth.htm ) In many of tradition, a myth carries within it a sense of sacred tradition and primordial relation. These myths are also serving as model for chosen tradition. Myths are extremely complex cultural reality that can be approached and interpreted from various viewpoints. These viewpoints are often related to the whole of†¦show more content†¦The religious minds relate muths to the sacredness of their belief. Sometime this sacredness is towards certain object. These objects can be animals, people, localized spaces within sacredness are found in the hi story of religion to be primitive to the most highly developed. Mysterious acts. These mysterious acts can be the manifestations of a stone or tree, which are consider elementary initiation. These mysterious acts also have supreme initiation, the most notable act is found in Christianity. This supreme initiation is the incarnation of God in Jesus Christ. (http://www.theosophy-nw.org/theosnw/world/general/ge-gues.htm). Even though a stone or a tree is, classify as an elementary imitation. Many fail to understand why people will consider a stone or a tree sacred. Many fail to understand that the veneration of the object itself is not involved. The stone or a tree is worship, because it is thought to become imbued with something sacred. This makes it no longer just a tree or a stone. When relating the power of myth to Taoism, one the greatest belief is found in the first cause of the universe. 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Europa Europa Film Assignment Free Essays

At first in the orphanage, Solomon goes through indoctrination, and the ideas are presented to him. From there it seems that he begins to change, but gets reinforcement when the bombs begin to I fall after the candy incident. In the interaction with the German troops, he adapts by lying on who he is really is to survive, and make it through the events. We will write a custom essay sample on Europa Europa Film Assignment or any similar topic only for you Order Now The theme of adapting ties with Judaism, because as Jews were expelled from place to place, as they moved they changed to fit into environment, and lastly survive through time. This Idea becomes visible because s Solomon moves from place to place, he changes his Identity to adapt and survive. However this Is not only a literal change of his Identity. At a point he pulls his skin on his pens In attempt to make It look Like he Is not circumcised. This Is a physical change that he tries to perform, but Is not able to do so In the end. From here It Is clear that he wants to hide out, but every time it is a change that goes with hiding his religion and the ideas that create that religious ideology. In the movie, adaptability becomes a need to survive, and in sense has relation to Judaism. Within the roots of Judaism has the sense of movement to find out that the ideas have dispersed. In the movie, the sense that he is exiled from his identity, and at times it seems that he is far out, and cannot come back. But as the plot develops, he attempts to return back to his true identity, but then to be caught within the lines of the Germans yet again. But then in the end he ends up returning to his real identity. But as he comes back, he learns that his family Is dead except for his brother, and In sense the family is dispersed away from each other. In the movie Europe Europe, there are various themes that are apparent. But the idea of adaptability to survive comes up over and over through the movie. It establishes that in the end the true identity that comes from your cultural background, ends up, at times having oneself to change for survival. Within the movie Solomon changes to survive, in hope that he may see the light in the end of tunnel. Through this ordeal, he confronts his religious beliefs and has doubts about them. But over and over through specific scenes he is reinserted that belief is still strong tit him. Through his perils he encounters various events, when these events take a turn for the worse; the belief is restored through some specific event, or him being saved from revealing his real identity. Solomon changes himself not to oppose his beliefs or even his religion, but more so to survive. From Judaism the idea of exile implies that you leave, and upon leaving you slightly alter yourself to fit In, and blend From here one can conclude that In various manners, Solomon performs an act that is identified within in his religion. Solomon survives Dye slung ten concept AT adapt TTY Tanat comes Walt n ten Idea AT exile, and is though he alters his belief, he is reinserted by his beliefs yet again that they are in reality in him. Even when he tries to pull his skin to cover his circumcision he fells the pains, and learns that the identity follows him regardless if he lives with them in the open, or if he attempts to hide them. Solomon holds the idea of adaptability to secure his life, and at the time it was one of his main concerns, and he successfully does so. How to cite Europa Europa Film Assignment, Papers

Relative Leader Member Exchanges †Free Samples to Students

Question: Discuss about the Relative Leader Member Exchanges. Answer: Introduction: The aim of the assignment is to conduct critical analysis of a leader who is a role model to improve my leadership qualities and effectiveness. The assignment is divided into three stages. The first stage points out the qualities of a leader and ways she can use her leadership skills. The paper takes into account the branch manager of the logistics company I am employed as a junior manager. The first section is the observation section and discusses the leadership styles of the branch manager. It then delves into how she uses influence and power to lead her subordinates. The second stage contains the time line to describe this process of observing the manager. This is followed an interview of her to gain deeper insight of her leadership styles. The branch manager in the interview also reveals about the challenges she faces a leader and the importance of power to hold ones position in an organisation. The last stage contains self-reflection of mine about the leadership styles I would a pply when I gain promotion to a leaders position like the branch manager. It also contains a recommendation for the branch manager. The branch manager of the logistic company I work in is an employee who is often regarded as successful and effective leader. I report to her as a trainee manager and have the opportunity to interact with her on regular basis. Regular observations of her style of working and leading the branch reveals her leadership traits and behaviour. She influences her subordinates and uses Hawthorne effect to lead and motivate them. The branch manager holds a vintage of working for more than five years in the logistic company and has the experience of working in two other organisations. She currently holds the position of an assistant vice president in the logistic company and holds positive professional relationship with several other top officials. She uses her position and power to influence her subordinates (Vann, Coleman and Simpson 2014). The branch manager of the branch of the logistics company I am posted in uses influence both within and outside the organisations to secure business. She has years of experience of working in the logistics industry and knows how logistics industry works. She possess several leadership qualities like focus, confidence, integrity, passion for her profession, analytical power, decision making power, knowledge about the market and most importantly strong communication skills(Clarke 2013). She has exercised and displayed these leadership qualities of her on several occasion and has earned recognition from the apex management multiple times. Use of influence within the company: She uses her influences to make the employees including the junior work efficiently. She at first holds a meeting every morning with her subordinates to decide the productivity parameters she expects them to achieve for the day. The productivity parameters include the number of new customers each employee should meet and number of follow up appointments the employees should attend. Then she would ask her subordinates the estimated number of appointments meetings and which are likely to earn new customers who would use the logistics facility of the company. She would then analyse the business and the cash inflow these new customers can earn for the company(Epitropaki and Martin 2013). The branch manager would then ask the employees including the junior employees whether they have any difficulty in convincing any particular customer. If the employee in question happens to be a junior employee, she would ensure that a senior employee accompanies the junior employee for the appointment. If the employee happens to be a senior or if a customer is not agreeing to use the logistics facility of the company even after several appointments, she personally accompanies the employees on the next appointment. This support and concern for the employees and their performances reveals her focus and passion for business generation as a branch manager(DuBrin 2015). The branch manager has excellent communication and persuasive skills which she to influence the behaviour of her subordinate employees. She would keep on reminding the employees working under her that the apex management watches their performances and behaviour. She on regular basis make the employees realise that their high performances would bring about their own promotions, job satisfaction and career growth. She would hold personal meetings with poorly performing employees and advice them how to improve their performances(Northouse 2015). The branch manager keeps a watch over the performances of every employee working under her and congratulates high performing employees with rewards and recognition certificates. She would warn employees who show unprofessional and casual attitude towards their work. These actions of her reveal several leadership qualities. They reveal her concern for her followers and their performances. These actions of her reveal her motivation and performance analysing power. It can be said that these qualities of her have great influences on the employees at the branch(Daft 2014). Her continuous supervision encouraged employees to achieve high level of performances by acquiring new customers, maintaining healthy relationship with the existing customers. The outcome of her influence as a branch leader was that the employees succeeded in acquiring a huge client base that used the logistics facilities of the company which generated outstanding revenues for branch and the company as a whole. It is worth mentioning that some of the customers acquired and maintained under the leadership of the branch manager are multinational companies who uses the logistics facilities of the company and generates huge revenue on regular basis (Bernab-Moreno et al. 2015). Use of influence on the customers: The branch manager uses her excellent influential leadership powers to win customers from even bigger logistics companies. She first uses her tremendous communication and persuasive skills to win customers. She addresses and treats the new customers as if they were existing customers. She at first speaks to the customers, asks important questions and their business requirements to analyse their nature of logistics requirements(Tanriverdi and Uysal 2015). For example, if the customer happened to be a leading soft drink selling company, she would ask questions relating to the volume of inventory (bottles of soft drinks) they normally deliver per lot and the locations they send the inventory to. She then analyses the business needs of the customers based on their answers. She highlights before them the advantages of working with the company and the facilities, which the company can provide its customers. She would often compare between the facilities of the logistics companies to its co mpetitors to highlight the competitive advantage of the former. This aggressive influential process of acquiring clients of hers often succeeds in wining new customers for the logistics company(Dagger and Danaher 2014). I on a previous occasion interviewed her assistant and he too said that the branch manager uses her influence to win over customers to contribute to the companys clientele and business generation. The branch manager often uses her position to lead her subordinates to ensure steady generation of business and continuous inflow of revenue. The logistics company has two broad divisions, the operating offices which generate revenue and do all the back office operations and the logistics department which maintains the warehouses and logistics vehicles. The operating offices direct the logistics department to provide warehouses or logistics transport facilities to the customers and ensures the clients get superior logistics facilities. The sales staffs of the branch meet the clients at regular intervals to know about their complaints and new requirements(Pennings et al. 2014). They intimate their branch heads and the logistics department heads about the complaints and new requirements of the customers. Our branch manager keeps a strict vigil on the requirements and the complaints of the customers. She ensures that their requirements are met and the complaints are resolved, if possibl e. This aggressive use of position to ensure customer satisfaction helps the company to maintain long term business relationships with big customers and generate continue revenue by providing logistics services to them(Gupta, Gautam and Khare 2015). The branch manager as one of the vice presidents of the company uses her power to ensure that the customers of the branch get prompt logistics services at best rates. She uses her power to influence the human resource department and a few senior managers to approve absorption of four competent outsource employees into the payroll of the company. The branch uses her position to highlight the high performances of the employees at the branch before the management. This ensures that the employee get recognitions and promotion to higher posts which bring them job satisfaction and career(Treem and Leonardi 2013). This effective and supportive leadership of the branch manager motivate the subordinate employees to attain high degree of business performance. It is this influence and power of hers that has made the branch the highest revenue and business earner branch(Fleming and Spicer 2014). Our branch uses her power of a vice president in her personal life to gain advantageous deals at hotels and restaurants. She is married and her husband is a lawyer. She used her position of a vice president to gain work life balance like availing herself paid vacations. She went to exotic tourist locations and stayed at five star hotels. She used her power to get the accounts department reimburse her all the personal expenses. She on one occasion used the companys logistics trucks to shift her home by paying minimum charges(Northouse 2015). The timeline of observing, interviewing and reflecting regarding the branch managers leadership skills spans over three years before the writing started. The observation spanned over three years since I joined the organisation. The interview of her took place a month ago and continued for two hours. It revealed the complexities of leadership roles and positions. The interview and the observation laid me to think the leadership qualities she possesses that make her a good leader. Hawthorne effect: Hawthorne effect or the observer effect refers to the response of individuals when they are under observation of senior employees. The theory gets its name of the place Hawthorne where Elton Mayo, the proposer of the theory conducted researches on employees to study their responses when they are under observation of superior employees. The theory tells that when employees are subjected to supervision of senior employees and senior managers, they improve their performances to get recognitions for the improvements in their performances(McCambridge, Witton and Elbourne 2014). Hawthorne effect can be observed in all organisations like logistics organisations where employees try to attain high levels of performances to achieve promotions and appraisals, which lead to their career development. The branch manager uses Hawthorne effect to ensure high performances among her employees. She makes them realise that their performances are continuously being watched by the apex management and the senior managers(Leurent et al. 2016). This emphasis on the need to maintain continuous level of high performances makes employees eligible for promotions. I got an opportunity to interview the branch manager, Mrs.... during the Know Your Leader event. There she revealed several aspects of her leadership activities like her leadership styles and challenges she faces as a leader. The branch manager told that according to her leadership is about leading subordinates and motivating them even during tough situations. She told the responsibilities of a leader to understand the position of her subordinate and see into the fact whether the subordinates requires any guidance or mentoring or not. She revealed that she follows a combination of various leadership styles while leading her subordinates. She told that when she holds the morning meeting, she encourages her subordinates to participate in the decision making at the morning meeting. She at that time follows participative leadership style in order to ensure that all the staff members contribute towards making strategies to generate business. When she assesses our performances at the end o f the day or a month, she assumes autocratic leadership style and gives us commands. This revealed several qualities of the branch manager as a leader. Her leadership qualities consist of decision-making power, analytical power, motivational power and focus. When asked about the complexities she faces as a leader, the branch manager replied that leadership is a very complex process because it involves decision-making. She revealed that at times she has to decide to expose the poor performances of the subordinates from the cluster head or to hide those performances and get hit by the cluster head. She revealed that as a leadership she thinks it important to motivate and provide mental support to her subordinates even when they are performing badly. A leader in her position, according to her should know to when to reprimand and when to support a subordinate. The branch manager revealed that leaders have to face several challenges while execting their duties and responsibilities as leaders. She told that there are several factors in the organisations like politics, pressure from seniors and peer pressure leads to the challenges a leader faces. The told that when she started her career as an executive, she had faced challenges from her seniors who would try to demean her motivation. She however told that she has received a lot of support from her peer employees and her immediate bosses. She told that an employee in order to rise in her career should perform well and accept challenges as opportunities. The branch manager told that the employees should gain support from the superior employees and the employees at the same level of hierarchy to achieve promotion and appraisal at the initial stage. She further revealed that the employees in the later stages gain power and use it to influence their colleagues. She revealed that use of power and influence in the later stage help employees to gain promotions and other job facilities. She quipped that power and influence are also instrumental in achieving career growth and stability. They help employees to counteract the impact of the pressure created by other employees. Third stage: Self reflection and recommendations: I learnt several aspects of leadership by observing and feedback of my role model, the branch manager. I can recommend that my own leadership quality can be improved by applying her leadership styles. I have observed that the branch manager uses influence and power to conduct her duties as a branch manager successfully. I have observed that she uses her influence both within and outside the organisation. She uses her influence to make her subordinates perform well. I can opine that her influential position encouraged all the employees of my branch to work harder to generate business. She holds morning meetings to decide on the business to be generated for a day and divide it among us, the employees working under her. Upon reflecting I can point out that while leading us she combines various styles of leadership. She assigns our daily targets individually without asking for our opinion in an authoritative manner. When she asks for our feedback while forming the business generation str ategy, she encourages us to participate. Here I can point out she followed participative leadership style to lead us. I can also point out from my observation that as a leader the branch manager has excellent understanding about the needs of the customers, which she combines with her influential position to acquire customers. She treats even new customers as existing customers, which helps in optimising their decision to work to the logistics company. Upon reflecting on my leadership skills, I feel that I require improving my own leadership skills. I feel that I would combine several leadership theories and practices to better by leadership effectiveness and qualities. Leadership styles and practices to be applied by me: I would follow democratic leadership style and encourage my subordinates to participate in the decision making process. This would make them feel more responsible and encourage them to perform highly. I would also use strategic leadership style and help the upper management to communicate its expectation from subordinates more clearly. I would emphasis on creating a positive environment in the organisation so that the employees feel more motivated to perform higher. The next leadership style I would use is Hawthorne effect like the branch manager. I would make the employees working under me realise that their performances are being continuously watched by the senior managers and me. Upon evaluation of all the three leadership styles I feel that the democratic style will help me to gain participation of the all the employees in decision-making. Hence following this style will encourage the employees to express their innovative selling techniques. Upon evaluating the necessity of strat egic leadership style I can point out that this style will instrumental in bringing about positive changes in the attitudes of the employees which would ultimately transform into their high performances. Hawthorne effect as per my evaluation would keep the employees alert about the continuous supervision of the senior manager over them. It would help them to keep a track on their individual performances. Thus in my opinion combining these three styles of leadership would help me to gain their participation in business acquisition strategy making on one hand and make them achieve their own performances. This would ultimately transform into the high performance of the branch as a whole and help the branch employees to achieve promotions from the senior management. This would also help me to get promotion since high performances of my subordinates would prove my effective leadership qualities before the upper management. Recommendations: The previous discussions about the use of power by the branch manager show that she uses her power to make the accounts department pay her personal bills. It is my recommendation to the branch manager that she should not use her power to have her personal bills paid because it affects the financial resources available to the company. Conclusion: I have arrived at the conclusion that leadership qualities like focus and communication skills help the leaders in the organisation to lead their subordinates. I have also learnt that use of influence and power are inseparable components of leadership activities carried out by employees holding high positions like that of a branch manager. I have also learnt that successful leaders in their initial phases have to face lot of challenges in order to reach high position. I would like to conclude by stating that successful leaders combine various leadership styles in order to lead their followers. 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Social media use in organizations: Exploring the affordances of visibility, editability, persistence, and association.Annals of the International Communication Association,36(1), pp.143-189. Vann, B.A., Coleman, A.N. and Simpson, J.A., 2014. Development of the Vannsimpco leadership survey: a delineation of hybrid leadership styles.Swiss Business School Journal of Applied Business Research,3, pp.28-38.