Management and Leadership Roles in Professional Nursing

2018 ◽  
Author(s):  
Kristy Dixon Stinger
Keyword(s):  
Leadership Roles ◽  
Professional Nursing ◽  
Management And Leadership

How equal is access to senior management and leadership roles in the NHS?

2021 ◽  
Vol 27 (9) ◽  
pp. 244-247
Author(s):  
Farida Chasma ◽  
Zaheer Khonat
Keyword(s):  
Daily Basis ◽  
Senior Management ◽  
Clinical Staff ◽  
Leadership Roles ◽  
Leadership And Management ◽  
The World ◽  
Management Roles ◽  
Minority Ethnic ◽  
Equality Standard ◽  
Management And Leadership

In 2015, the NHS was named the fifth largest employer in the world, comprising clinical and non-clinical staff from varying backgrounds, all of whom impact lives on a daily basis through their work. In 2020, over 20% of this workforce identified as Black, Asian or minority ethnic, yet less than 13% of senior positions in the NHS, including band 8A and higher, are held by individuals in this group. Although the Workforce Race Equality Standard was introduced in 2015 to help address this issue, there is still work to be done. Therefore, this article highlights racial and ethnic discrepancies in positions of leadership and management in the NHS, and explores the programmes available and the steps that Black, Asian and minority ethnic employees can take to help them progress to senior management roles.

Progression Aspirations and Leadership

2013 ◽  
pp. 192-215
Keyword(s):  
Occupational Segregation ◽  
Career Progression ◽  
Double Bind ◽  
Leadership Roles ◽  
Senior Women ◽  
Management And Leadership

This chapter aims to: discuss prominent barriers to women’ career progression and development; demonstrate how senior women face a double bind, in that they need to adopt masculine traits in order to succeed in management and leadership roles, but are viewed negatively for behaving in masculine and therefore unfeminine ways; debate that view of management as masculine as persisting, in societies and organisations; explore how women are disadvantaged in the workforce; and discuss how gendered occupational segregation perpetuates.

scholarly journals The Teflon effect: when the glass slipper meets merit

2016 ◽  
Vol 31 (8) ◽  
pp. 562-576 ◽  
Author(s):  
Ruth Simpson ◽  
Savita Kumra
Keyword(s):  
Recognition Performance ◽  
Social Identities ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Content Type ◽  
Women In Management ◽  
Performance Reviews ◽  
Conceptual Paper ◽  
Practical Implications ◽  
Management And Leadership

Purpose This paper aims to draw on Ashcraft’s (2013) metaphor of the “glass slipper” (which highlights the need for alignment between occupational identity and embodied social identities of workers) to show how merit may not adhere to individuals when social identity in the form of gender, race or class fails to fit the definition and perceived characteristics of the job. Design/methodology/approach This is a conceptual paper. Findings This study develops the notion of the Teflon effect to describe the way merit may go unrecognised and may therefore not “stick” to the bodies of women in management and leadership roles. Research limitations/implications This study provides an explanation for the persistence of the glass ceiling and the barriers women face as they undertake or aspire to management and/or leadership positions in organisations. Practical implications This study introduces a more embodied notion of merit which relies on both performance and recognition to “take effect”. Professionals must see beyond “objective” measures of merit in performance reviews and/or in recruitment and promotion decisions to include reflection on the significance of merit’s subjective, “performed” dimensions. Social implications This study adds to understandings of women’s positioning in organisations. Originality/value This study develops the notion of the Teflon effect. This highlights the significance of the recognition, performance and embodiment of merit and how merit may fail to adhere to the bodies of women in management and leadership roles.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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