leadership behaviors

LEADERSHIP BEHAVIORS

AND

OCCUPATIONAL THERAPY

Thomas F. Fisher, PhD, OTR, CCM, FAOTA

Professor and Chair

Indiana University Department of Occupational Therapy

in collaboration with

Brent DeJulio, MS, OTR, Nicole Cook, MS, OTR,

Julie Kurrasch, MS, OTR and Sharon Gavrilovic, MS, OTR

1

Purpose of the Study

• To provide information about leadership

behaviors of past leaders in occupational

therapy.

• To suggest the leadership behaviors that need

to be identified and fostered in future

occupational therapy practitioners, thus entry-

level education.

2

Research Questions

1) What leadership roles (practitioners, educators, researchers) have recipients of the Carol D. Nathan Leadership Award held?

2) How do the leadership behaviors of the award recipients compare to those of current/former American Occupational Therapy Association (AOTA) presidents?

3) Is there a difference in leadership behaviors between award recipients in the 1980s, 1990s, and 2000s?

4) Is there a difference in leadership behaviors between graduate and undergraduate recipients?

3

Background

Carol D. Nathan Leadership Award

• Established in 1980

• Indiana University Occupational Therapy

program director for 15 years

• Recognized for her leadership contribution to

the profession of occupational therapy, both

at Indiana University in Indianapolis and with

the American Occupational Therapy

Association (AOTA)

4

Background

• One student from each cohort nominated by faculty and students based on the following criteria:

– The ability to effectively assist a group in defining the problem to be solved

– The ability to encourage free expression and balanced participation in a group to design an action plan

– The ability to effectively assist a group to work as a team to implement the plan

– The ability to put personal ideas and goals aside in order to represent the best interest of the group

5

Literature REview LITERATURE REVIEW

6

Literature Review

• Leadership Theories & Styles

• Leadership in Healthcare

• Leadership in Occupational Therapy

• Leadership for the Future of Occupational

Therapy

7

Gaps in the Literature

• Limited literature regarding:

– Leadership behaviors specific to the profession of occupational therapy

– Implementation of leadership skill development in professional occupational therapy curriculum

• Therefore, this research study was designed to address this gap by identifying leadership behaviors in occupational therapy.

8

Literature REview METHODOLOGY

9

Study Design

• Non-experimental mixed methods survey

research

• Convenience sample

• Exclusion Criterion:

– Individuals with lack of sufficient cognitive status

necessary to take the surveys either due to age or

illness

10

Participants

Targeted Sample (N=43)

Carol D. Nathan Leadership Award recipients (n = 32)

Responded to surveys (n = 17)

Data set excluded from data analysis

(n = 1)

Final sample size (n = 16)

Current/former AOTA presidents

(n = 11)

Responded to surveys (n = 5)

Final sample size (n =5)

Final Total Sample Size (N = 21)

Survey response rate of 51%

11

Instrumentation

• The Leadership Behavior Description Questionnaire-Self ® (LBDQ – Self®)

– 40 items (5-point Likert scale)

– Measures self-rated leadership behavior dimensions:

• Consideration

• Initiating Structure

– Reliability coefficients 0.75 - 0.83

(Yunker & Hunt, 1976; Judge, Piccolo, & Illies, 2004)

12

LBDQ® Scoring

• 5-point Likert scale scoring

• 27 questions scored with the following values:

• Questions 12, 18, and 20 on the questionnaire were scored in reverse

4 3 2 1 0

“Always” “Often” “Occasionally” “Seldom” “Never”

13

Supplemental Surveys

• Developed for this study

– Supplemental Survey for Carol D. Nathan

Leadership Award Recipients

– Supplemental Survey for Former/Current AOTA

President(s)

• Open-ended and closed-ended questions

14

Procedure

•Electronic versions of the LBDQ® and supplemental surveys

were created and uploaded to Survey Monkey®

•Participants were emailed or sent via US Postal Service an

introductory letter and given the informed consent

•Once the informed consent was received, participants were

sent the survey links

•After two weeks an email reminder was sent as second request

to complete the surveys and included a thank you to those who

had already completed the surveys

15

Data Collection

Data Collection Timeline

•Data were collected for six months

•An Indiana University office administrator, not directly involved in

the study, assigned an ID number to each completed survey pair

•All identifying information was removed from the responses in

order to maintain participants’ confidentiality

•Collected data were securely stored in a locked office

16

Data Analysis

• Quantitative:

• LBDQ® raw data scores were imported into SPSS 20© for

analysis

• Kendall’s tau-b statistic was used to analyze the data

• Confidence interval at 95%

• Statistical significance at p < 0.05

• Qualitative:

• Independently coded by two study investigators to derive

common themes from the responses

• 100% inter-coder agreement was reached on theme

categories

17

Literature REview RESULTS

18

Literature REview

Research Question 1

What leadership roles (practitioners,

educators, researchers) have

recipients of the Carol D. Nathan

Leadership Award held?

19

Literature REview

•Supervisor

•Owner

•Administrator

•Manager

•Team Leader

•District Chair

•Educator – Supervisor of OT

Department

•Editor

•Rehab Coordinator

•Therapy and Rehabilitation

Unit Research Committee Chair

Are you currently in a leadership role?

• Paid leadership or managerial role (n=3)

• Voluntary leadership or managerial role (n=2)

• Both paid and voluntary leadership or managerial role (n=2)

Since graduation 62.5% of CDN Leadership Award recipients

have served in a leadership role (n=10).

Examples of these leadership roles include:

Qualitative Data

20

Literature REview

Research Question 2

How do the leadership behaviors of the

award recipients compare to those of

current/former American Occupational

Therapy Association (AOTA) presidents?

21

Consideration Dimension

Table 1

Current/former AOTA

Presidents Carol D. Nathan Leadership

Award recipients

Mean 47.40 47.06

Standard Deviation 7.96 3.68

22

Initiating Structure Dimension

Current/former AOTA

Presidents

Carol D. Nathan

Leadership Award

recipients

Mean 44.00 38.94

Standard Deviation 6.60 7.02

23

Inferential Statistics

Question #

Description

Statistical

Significance

Relationship

Leadership

Behavior

Dimension

4

Try out my new ideas with the

group p = 0.000 Negative

Initiating

Structure

13

Look out for the personal

welfare of individual group

members p = 0.036 Negative Consideration

24

Encourage the use of uniform

procedures p = 0.006 Positive

Initiating

Structure

35

See to it that group members

are working up to capacity p = 0.018 Negative

Initiating

Structure

Statistical significance of LBDQ® responses by question between CDN Leadership

Award recipients and current/former AOTA presidents

24


Question #

Description

Current/former

AOTA

presidents’

mean

Carol D. Nathan

Leadership

Award recipients’

mean

4

Try out my new ideas with the

group 4.00 2.69

13

Look out for the personal welfare of

individual group members 3.60 2.81

24

Encourage the use of uniform

procedures 2.60 3.38

35

See to it that group members are

working up to capacity 3.25 2.44

Mean responses for statistically significant LBDQ® individual questions between

current/former AOTA presidents and Carol D. Nathan Leadership Award recipients

25

Literature REview

Research Question 3

Is there a difference in leadership behaviors

between award recipients in the 1980s,

1990s, and 2000s?

26

Inferential Statistics Statistical significance of LBDQ® question responses between CDN Leadership Award

recipients of the 1980s, 1990s, and 2000s

27

Question

#

Description

Statistical

Significance

Relationship

Leadership

Behavior

Dimension

9 Criticize poor work p = 0.024 Positive

Initiating

Structure

33

Speak as a representative of

the group p = 0.024 Positive Unscored

34

Put suggestions by the

group into operation p = 0.024 Positive Consideration

36

Let other people take away

my leadership in the group p = 0.015 Negative Unscored


28

Question

#

Description

1980s

1990s

2000s

9 Criticize poor work 0.50 0.50 1.10

33

Speak as a representative of

the group 2.50 2.50 3.10

34

Put suggestions by the

group into operation 2.50 2.50 3.00

36

Let other people take away

my leadership in the group 1.75 2.00 1.10

Mean responses for statistically significant LBDQ® individual questions between Carol

D. Nathan Leadership Award recipients of the 1980s, 1990s, and 2000s

Other Results

Carol D. Nathan Leadership Award recipients

Why do you believe your classmates and faculty thought

you had the leadership abilities?

• Friendly (n = 3)

• Outgoing personality (n = 5)

• Demonstration of leadership skills (n = 7)

29

Other Results Current/former AOTA presidents

Barriers to achieving leadership or managerial roles:

• Family responsibilities (n=2)

• Changes in major life roles (n=1)

• No barriers identified (n=3)

How did you overcome these barriers?

• Hard work (n=1)

• Mentoring (n=1)

• Family support (n=2)

• Shift in values (n=1)

Prior to being elected AOTA president, all participants served in managerial or

leadership roles (n=5).

80% of AOTA presidents resumed leadership roles in academia or in practice

after serving their term as president (n=4). 30

Literature REview DISCUSSION

31

Outcome

• Current/former AOTA presidents responded with:

• More confident responses to Q4, Q24, and Q35

Interpretation

• May be linked to qualitative data, which reveals that current/former AOTA presidents have considerably more leadership experience than CDN Leadership Award recipients.

Interpretation

32

Outcome

• CDN Leadership Award recipients consistently answered “often” to, Q33 (speak as a representative of the group) and Q34 (put suggestions by the group into operation).

Interpretation

• CDN Leadership Award recipients actively engage in the leadership characteristics recognized by the Carol D. Nathan Leadership Award.

Interpretation

33

Outcome

• 90% of the total sample scored higher in Consideration than in Initiating Structure on the LBDQ® (n=19).

Interpretation

• Initiating Structure may be an opportunity for leadership growth in the profession of occupational therapy.

Interpretation

34

Outcome

• CDN Leadership Award recipients communicated varied and inconsistent understanding of leadership behaviors.

Interpretation

• May suggest a need for increasing the identification and emphasis of particular leadership skills in professional occupational therapy curriculum.

Interpretation

35

Implications for the Profession

Powerful Profession

Implement leadership education in OT masters

curriculum

Add ACOTE standard

Require networking with

identified OT leaders

OTD as entry-level practice

degree

Demonstrate active

involvement in leadership

(ACOTE, 2012)

OR

36

Limitations

• Study lacks external validity due to:

– Small sample size

– Two supplemental surveys created by the research

team that do not have reliability and validity

established

• Inability to answer research question 4

– In order to maintain participants’ anonymity and

investigators’ objectivity

37

Compare leadership behaviors of OT master level graduates

and doctoral graduates

More information regarding the role of education in forming

leaders

Increase sample to include OTs who lead at the regional and

state level and OTs identified as leaders in practice

More comprehensive portrayal of

occupational therapy leadership

Increase sample size

Increase generalizability across OT populations

Future Research

38

Conclusion

Leadership education in professional OT programs will prepare the next generation of OT practitioners to

reach the Profession’s Capacity.

This study has provided insight into strengths and opportunities for leadership growth in OT.

Current Strength

• Leadership behaviors that foster follower satisfaction through friendship, respect, and mutual trust (Halpin, 1957).

Future Opportunities

• Leadership behaviors focusing on establishing structure, organization, and clear communication (Halpin, 1957).

39

Explicit Strategies Developed to Foster Initiating Structure

• Mentor Officers of SOTA and PTE

• Mentor the elected ASD Representative

• Mentoring that includes: – Establishing committees & Reporting financial status

to membership of membership organization

– Developing agendas for meetings

– Taking minutes at the meetings, approving the minutes at next meeting

– Have outgoing officers orient incoming officers formally

40

Thank You!

Thank you for your

attention and interest !

•QUESTIONS???? 41

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Image retrieved December 4, 2012 from http://idecorp.net/wp-content/uploads/2012/02/leadership.jpg

QUESTIONS?

50