Ashridge Leadership Model

Our organization has used Ashridge Model to express their vision and strategies for their key objectives for transforming our practices as an Agenda for change strategies. (See Fig 1 for Ashridge Model) However, Whiteley et al 1996) warns that the danger with transforming leader is that many are left behind in the dark if the vision is not communicated well. Trait theory: Attempts made to identify common characteristics of effective leaders but most studies singled out intelligence, which means solving complex problems and discovering patterns.

Initiation. It includes the use of initiatives related to stamina and energy. Self assurance- Perception of a place in society and self-confidence. John Hunt of the London Business School claims that leaders trait tend to be found in the first born of families, are high achievers, have high energy levels, think and plan over long time spans, are goal directed, they are politically active, loners and psychologically able to differentiate things of important from those that are not.

This theory fell out into disrepute after concluding that effective leaders are either above average height or below. (Open University Centre Business School 1998)` Style theory came at the time of reaction to scientific management. It advocates “participation” culture, linked to the notions of satisfaction. It represented a more democratic humanistic approach of the use of manpower in organisations. Hardy (1999, p117) proposed the “best fit approach” with effective performance that dependent on the environment. It includes power or positions of the leader shown in the box below.

Ashridge Leadership Model

The Clinical Leadership Theory by Jumaa and Allyene (1998) proposes a Leadership Model (CLINLAP), which is a clinical leadership learning and action process.

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The Leadlap/clinlap model is identified as “strategic management and leadership process that positions processes learning as a force that drives the health and social care organizations on a day to day basis in the management of goals, roles process and relationships (Jumaa 2001). Strategic learning requires among other things two major points in the box below. I have chosen to use this Model because it recognises stakeholders’ needs and gives tools to do the job.

It had provided a pragmatic approach for the development of Management and Leadership activities in Group clinical supervisions with District Nurses therefore it has been tested for its effectiveness. It provides power to the leader and her followers. The assumptions are that it believes in strategic workplace learning for continuous quality improvement, which is now, needed so much in the New NHS. Whilst the Leadlap/Clinlap model may gives satisfaction to many stakeholders, Alimo-Metcalfe and Alban-Metcalfe (2003) remind us of the cost of poor leadership.

In the NHS it is estimated that 27% of staff have psychiatric problem developed at workplaces suggesting poor leadership. The study by CBI of the cost of absenteeism to UK organisation estimates it at around 3 billion pounds per year, and it is suspected that 60% of absenteeism was due to stress at work. 60-75% of employees in any organizations reported that the worst and most stressful aspect of their job is dealing with their bosses. This shows that Leadership is clearly a moral imperative, but it is also an organisational imperative. The Leadlap/Clinlap Model that I am using in this essay has five phases as shown in (Table: 1)