Reinventing Creative & Innovative Leadership

COURSE OBJECTIVES
• To learn strategies and tools to overcome 21st Century
challenges.
• To become a more Creative and Competent Leader.
• To learn different Management Styles and how to deal
with it.
• To learn the importance of Productive Performance
Appraisal.
• To Learn Different Leadership Styles.
• To Learn Different Followers Styles.
• To become a better Leader in the 21st Century.
© www.asia-masters.com

The Management Process

What Is Management?
• Management
– The planning, organizing, leading, and controlling of
human and other resources to achieve organizational goals
effectively and efficiently.
• Managers
– The people responsible for supervising the use of an
organization’s resources to meet its goals.
• Resources are organizational assets
– People Skills Knowledge Information
– Raw materials Machinery Financial capital

Efficiency, Effectiveness, and Performance in an Organization
Figure 1.1

Organizational Performance
• Organizational Performance
– A measure of how efficiently and effectively
managers are using organizational resources to
satisfy customers and achieve goals.
• Efficiency
– A measure of how well or productively resources
are used to achieve a goal.
• Effectiveness
– A measure of the appropriateness of the goals an
organization is pursuing and the degree to which
they are achieved.
To get the right things done!
To do the things right!

Why Study Management?
• Proper management directly impacts
improvements in the well-being of a society.
• Studying management helps people to
understand what management is and prepares
them accomplish managerial activities in their
organizations.
• Studying management opens a path to a well-
paying job and a satisfying career.

Four Functions of Management
Figure 1.2

Managerial Functions
• Henri Fayol
– First outlined the four managerial functions in his
book General Industrial Management.
– Managers at all levels in all organizations perform
each of the functions of planning, organizing,
leading, and controlling.

Planning
• Identifying and selecting appropriate goals and
courses of action for an organization.
– The planning function determines how effective
and efficient the organization is and determines
the strategy of the organization.
• Three Steps in the Planning Process:
– Deciding which goals to pursue.
– Deciding what courses of action to adopt.
– Deciding how to allocate resources.

Management Key Concepts
• Organization
– People working together and coordinating their
actions to achieve specific goals.
• Goal/objective
– A desired future condition that the organization
seeks to achieve.
• Strategy
– A cluster of decisions about what goals to pursue,
what actions to take, and how to use resources to
achieve goals.
c.f. policy

Organizing
• Structuring working relationships in a way that
allows organizational members to work together
to achieve organizational goals.
• Organizational Structure
– A formal system of task and reporting
relationships that coordinates and motivates
organizational members.
– Creating organizational structure:
• Grouping employees into departments according to the
tasks performed.
• Laying out lines of authority and responsibility for
organizational members.

Leading
• Articulating a clear vision to follow, and
energizing and enabling organizational members
so they understand the part they play in attaining
organizational goals.
– Leadership involves using power, influence, vision,
persuasion, and communication skills.
– The outcome of leadership is highly motivated and
committed organizational members.

Controlling
• Evaluating how well an organization is achieving
its goals and taking action to maintain or improve
performance.
– Monitoring individuals, departments, and the
organization to determine if desired performance
standards have been reached.
– Taking action to increase performance as required.
– The outcome of control is the ability to measure
performance accurately and to regulate the
organization for efficiency and effectiveness.

Types of Managers
• Levels of Management
– First-line managers
• Responsible for day-to-day operations. Supervise people
performing activities required to make the good or service.
– Middle managers
• Supervise first-line managers. Are responsible to find the best way
to use departmental resources to achieve goals.
– Top managers
• Responsible for the performance of all departments and have
cross-departmental responsibility.
• Establish organizational goals and monitor middle managers.
• Form top management team along with the CEO and COO.

Levels of Management
Figure 1.3

Relative Amount of Time That Managers
Spend on the Four Managerial Functions
Figure 1.4

Innovative Leadership

ROLE OF LEADERSHIP
• Leadership
– Process of social influence
– Which enlists the aid of people
– To achieve something(extraordinary)
– Or
• Creating a way for people to contribute
• Contribute in form of
– Ideas, effort, resources,
• Achieve
– Common goals

ROLE OF LEADERSHIP
• Innovation
– intentionally ‘bringing into existence’
something new that can be sustained and
repeated and which has some value or utility.
• Innovation – change
• Leadership --change

ROLE OF LEADERSHIP
• Change is associated with
– Resistance
• Resistance to acceptance requires influence
– Coping –adjustments
• Requires motivation and resources
– Responding –ownership
• Requires commitment –so influence
– Choosing –acceptance
• Requires feasibility –a vision--direction
– Bringing forth
• Creativity with ownership and feasibility
– Mastery
• Ability to create circumstances for change

ROLE OF LEADERSHIP
• PROVIDE
– LEADERSHIP FOR INNOVATION
– AND
– INNOVATIVE LEADERSHIP

ROLE OF LEADERSHIP
PROVIDES INNOVATIVE THINKING

INNOVATIVE LEADERSHIP
• REQUIRES SIX THINKING SKILLS
– PAYING ATTENTION
– PERSONALISING
• TAPPING INOT CUSTOMER AND EXPERIENCE
– IMAGING
• USE PICTURES, STORIES,METAPHORS TO TRANSMIT IDEAS
– SERIOUS PLAY
• OUT OF WAY THINKING TO GET SERIOUS RESULTS
– COLLABORATIVE THINKING WITH STAKE HOLDERS
– CRAFTING
• RESOLVE PARADOXES

ROLE OF LEADERSHIP

ROLE OF LEADERSHIP
• INNOVATIVE THINKING LEADER
– PROMOTES ORGANISATIONAL ENCOURAGEMENT FOR
INNOVATION
– REMOVES IMPEDIMENTS
– PROVIDES SUFFICIENT RESOURCES
– ENCOURAGES CREATIVE INDIVIDUALS
– PROVIDES FREEDOM AND A REALISTIC AND WORKLOAD
– PROVIDES CHALLENGING WORK
– PROMOTES TEAM WORK AND COLLABORATION

ROLE OF LEADERSHIP
• LEADERSHIP HAS INFLUENCE ON
– INNOVATION AND PERFORMANCE
– DIRECTLY THROUGH DECISION MAKING (Zhu,
Chew and Sprangler 2005)
– MORE THROUGH CREATION OF SUITABLE
ORGANISATIONAL CLIMATE ( Reiter-Palmon and
IIlies(2004))

ROLE OF LEADERSHIP
• Organizational climate
– Recurring pattern of behaviors, attitudes and feeling
that characterize life in an organization – what
members experience
• Organizational culture
– The values, beliefs, history, traditions etc reflecting the
deeper foundations of an organization- what members
value
• Climate – lead to strengthening or change in
culture
• Leadership accounts for 40-80% of variance
(Ekvall 1997)

ROLE OF LEADERSHIP
• Leadership impacts across nine dimensions
– Challenge/involvement
– Freedom
– Trust/openness
– Idea time
– Playfulness
– Conflict reduction
– Idea support
– Debate risk taking

ROLE OF LEADERSHIP
• Factors influencing organizational climate
• Leadership.
• The organizational vision, mission, goals and strategies.
• The amount of available resources.
• Personnel policies (particularly rewards and promotions).
• The behaviors of the people in the organization.
• The beliefs and values of the organization.
• The organizational structures and systems.
• Concern for profits and losses.
• Levels of job satisfaction.

ROLE OF LEADERSHIP
• Findings of a global study (2008)
– Higher the perceived degree of success in
proximal innovation (innovation at work unit
level) better the organizational climate
– Higher the perceived degree of success in
omnibus innovation (innovation at
organizational) better the organizational
climate
– Perception of a leaders ability to support
innovation improves the perception of
organizational climate

The Nature of Leadership

Leadership is a ‘process’ [focusing on what leaders
actually do] and a ‘property’.
As a process, leadership is the use of non-coercive
influence to shape the group’s or organization’s goals,
to motivate behavior toward the achievement of those
goals, and to help define group or organizational
culture.
As a property, leadership is the set of characteristics
attributed to individuals who are perceived to be
leaders.

Leaders are people who can
influence the behaviors of others
without having to rely on force or
people whom others accept as
leaders.

Leadership and Management
Leadership and management are related,
but they are not the same.
Organizations need both leadership and
management if they are to be effective.
Leadership is necessary to create change;
management is necessary to achieve
orderly results.
See Table 17.1, page 551.

Leadership and Power
Power is the ability to affect the behavior of others.
One can have power without having to use it. [football
players working hard to keep their jobs]
In organizations, there are generally five [5] kinds
of power:
Legitimate power
Reward power
Coercive power
Referent power
Expert power

Legitimate Power
Legitimate power is granted through
the organizational hierarchy.
All people occupying the same position
possess the same legitimate power.
Legitimate power is authority. Some
managers exercise authority but not
leadership. [refusal of employees to do tasks not in job description]

Reward Power
Reward power is the ability to give or withhold
rewards. [salary increases, bonuses, promotion recommendations, praise, recognition
and interesting job assignments]
In general, the greater the number of rewards a
manager controls and the more important the
rewards are to subordinates, the greater is the
manager’s reward power.
If the subordinate is interested only in the formal
organization rewards, the manager is not considered
a leader.
However, if the subordinate is interested in receiving
the manager’s praise, gratitude and recognition, the
manager is exercising leadership.

Coercive Power
Coercive power is used to force compliance by means
of psychological, emotional or physical threat.
Usually limited to verbal or written reprimands,
disciplinary layoffs, fines, demotion and/or
termination.
However, the more ‘punitive’ the elements under a
manager’s control and the more important they are to
subordinates, the more coercive power the manager
possesses.
The more a manager uses coercive power, the more
likely resentment and hostility will occur and the less
likely he will be seen as a leader.

Referent Power
Referent power is personal power that comes to a
person based on identification, imitation, loyalty or
charisma. [famous athletes, movie stars, etc]
Power that is abstract, not concrete.
Employees give this person power over them because
he/she is like them in personality, background or
attitudes.
Employees can copy this person by wearing the same
clothes, working the same hours, or believing in the
same management philosophy.
Referent power is more likely to be associated with
leadership.

Expert Power
Expert power is the personal power that
comes to someone based on the information
or expertise he/she possesses.
The more important the information and the
fewer people who have access to it, the
greater is the degree of expert power
possessed by an individual.
Both leaders and managers tend to have a lot of
expert power.

Using Power
How does a manager or leader use
power?
Legitimate request
Instrumental compliance
Coercion
Rational persuasion
Personal identification
Inspirational appeal
Information distortion

Using Power
Legitimate request – the subordinate
recognizes that the organization has
given the manager the right to make the
request. [most day-to-day requests]
Instrumental compliance – the
subordinate complies to get the reward
the manager controls. [agreeing to work overtime gets praise or a
bonus]

Using Power
Coercion – subordinate is told if
something is not done, punishment,
firing or a reprimand may result.
Rational persuasion occurs when the
manager can convince the subordinate
that compliance is in his/her best
interest. [transfer may be good for his/her career]

Using Power
Personal identification – a manager
recognizes that he has ‘referent’ power
over a subordinate and shapes the
behavior by becoming a model for the
subordinate to imitate.
Inspirational appeal – depends in part
of the persuasive powers, and referent
power, of the manager. [a plea for loyalty to the organization]

Using Power
Information distortion – a manager
distorts or withholds information from a
subordinate to influence behavior. [manager
withholds info about several candidates for a certain position to secure his ‘favorite’ choice is selected]
This use of power may be unethical.
If subordinates find out, they may lose
confidence and trust in that manager’s
leadership.

Generic Approaches to Leadership
Generic approaches to leadership
assume that there is one set of answers
to the leadership puzzle.
One approach focuses on leadership
‘traits’ and the other looks at leadership
‘behavior’.

Why Have Teams Become So Popular
• Teams typically outperform individuals.
• Teams use employee talents better.
• Teams are more flexible and responsive to
changes in the environment.
• Teams facilitate employee involvement.
• Teams are an effective way to democratize and
organization and increase motivation.

Organizational Behavior

Team Versus Group: What’s the
DifferenceWork Group
A group that interacts primarily to
share information and to make
decisions to help each group
member perform within his or her
area of responsibility.
Work Team
A group whose individual efforts
result in a performance that is
greater than the sum of the
individual inputs.

Comparing Work Groups and Work
Teams

Types of Teams
Problem-Solving Teams
Groups of 5 to 12 employees from the
same department who meet for a few
hours each week to discuss ways of
improving quality, efficiency, and the
work environment.
Self-Managed Work Teams
Groups of 10 to 15 people who take on
the responsibilities of their former
supervisors.

Types of Teams (cont’d)
• Task forces
• Committees
Cross-Functional Teams
Employees from about the same hierarchical level,
but from different work areas, who come together to
accomplish a task.

Types of Teams (cont’d)
Team Characteristics
1. The absence of paraverbal and nonverbal cues
2. A limited social context
3. The ability to overcome time and space constraints
Virtual Teams
Teams that use computer
technology to tie together
physically dispersed
members in order to
achieve a common goal.

A Team-
Effectiveness
Model

Creating Effective Teams

Creating Effective Teams (cont’d)

Key Roles of
Teams

Effects of Group Processes
+
–
=

Creating Effective Teams: Diversity
Group Demography
The degree to which members of a group share a
common demographic attribute, such as age, sex,
race, educational level, or length of service in the
organization, and the impact of this attribute on
turnover.
Cohorts
Individuals who, as part of
a group, hold a common
attribute.

Turning Individuals Into Team Players
• The Challenges
– Overcoming individual resistance to team membership.
– Countering the influence of individualistic cultures.
– Introducing teams in an organization that has historically
valued individual achievement.
• Shaping Team Players
– Selecting employees who can fulfill their team roles.
– Training employees to become team players.
– Reworking the reward system to encourage cooperative
efforts while continuing to recognize individual
contributions.

Teams and Quality Management
• Team Effectiveness and Quality Management
Requires That Teams:
1. Are small enough to be efficient and effective.
2. Are properly trained in required skills.
3. Allocated enough time to work on problems.
4. Are given authority to resolve problems and take
corrective action.
5. Have a designated “champion” to call on when
needed.

Beware: Teams Aren’t Always the
Answer
• Three tests to see if a team fits the situation:
– Is the work complex and is there a need for
different perspectives?
– Does the work create a common purpose or set of
goals for the group that is larger than the
aggregate of the goals for individuals?
– Are members of the group involved in
interdependent tasks?

Leadership Styles

Leadership Styles
• Autocratic (Authoritarian)
• Bureaucratic
• Democratic
• Coercive
• Transactional
• Transformational
• Laissez-Faire

Autocratic (Authoritarian)
• Manager retains power (classical approach)
• Manager is decision-making authority
• Manager does not consult employees for input
• Subordinates expected to obey orders without
explanations
• Motivation provided through structured rewards
and punishments

When to use Autocratic
• New, untrained employees
• Employees are motivated
• Employees do not respond to any other
leadership style
• High-volume production needs
• Limited time for decision making
• Manager’s power is challenged by an employee

Who are Autocratic
Leaders?

Bureaucratic
• Manager manages “by the book¨
• Everything must be done according to
procedure or policy
• If it isn’t covered by the book, the manager
refers to the next level above him or her
• Police officer more than leader

When to use Bureaucratic
• Performing routine tasks
• Need for standards/procedures
• Use of dangerous or delicate equipment
• Safety or security training being conducted
• Tasks that require handling cash

Who are
Bureaucratic Leaders?

Democratic
• Often referred to as participative style
• Keeps employees informed
• Shares decision making and problem solving
responsibilities
• “Coach” who has the final say, but…
• Gathers information from staff members before
making decisions

DemocraticContinued
• Help employees evaluate their own
performance
• Allows employees to establish goals
• Encourages employees to grow on the job and
be promoted
• Recognizes and encourages achievement
• Can produce high quality and high quantity work
for long periods of time

When to use Democratic
• To keep employees informed
• To encourage employees to share in decision-making
and problem-solving
• To provide opportunities for employees to develop a
high sense of personal growth and job satisfaction
• Complex problems that require a lots of input
• To encourage team building and participation.

Who are
Democratic Leaders?

• The ear of the leader
must ring with the
voices of the people.
Woodrow Wilson

Coercive
• Power from a person’s authority to punish
• Most obvious types of power a leader has.
• Good leaders use coercive power only as a last
resort:
– In today’s sophisticated and complex workplace, excessive
use of coercive power unleashes unpredictable and
destabilizing forces which can ultimately undermine the
leader using it.

When to use Coercive
• To meet very short term goals
• When left with no other choice
• In times of crisis

Who are
Coercive Leaders?
You’re Fired!

Transactional
• Motivate followers by appealing to their own self-
interest
• Motivate by the exchange process.
– EX: business owners exchange status and wages for the work
effort of the employee.
• Focuses on the accomplishment of tasks & good
worker relationships in exchange for desirable
rewards.
• Encourage leader to adapt their style and behavior to
meet expectations of followers

When to use
Transactional
• Leader wants to be in control
• When there are approaching deadlines
that must be met
• Relationship is short term

A Result of the Leadership
We Knew...
“We made workers into
robots; we made them into
machines…

...Now, we want them to become a
different kind of person: to come
up with new ideas.”
Jack Smith, CEO, General Motors

Transformational
• Charismatic and visionary
• Inspire followers to transcend their self-interest for
the organization
• Appeal to followers' ideals and values
• Inspire followers to think about problems in new
or different ways
• Common strategies used to influence followers
include vision and framing
Research indicates that transformational leadership is more
strongly correlated with lower turnover rates, higher productivity,
and higher employee satisfaction.

Transformational cont.
• Instils feelings of confidence, admiration and
commitment
• Stimulates followers intellectually, arousing
them to develop new ways to think about
problems.
• Uses contingent rewards to positively reinforce
desirable performances
• Flexible and innovative.

• When leaders want members to be an active
part of the organization and have ownership to it
• When leaders are building a sense of purpose
• When the organization has a long term plan
• When people need to be motivated
When to use
Transformational

"(He) possessed the
gift of silence."
(Comment by President John Adams about
George Washington)

Laissez-Faire
• Also known as the “hands-off¨ style
• Little or no direction
• Gives followers as much freedom as possible
• All authority or power is given to the followers
• Followers must determine goals, make decisions,
and resolve problems on their own.

When to use
Laissez-Faire
• Employees are highly skilled, experienced, and
educated
• Employees have pride in their work and the drive
to do it successfully on their own
• Outside experts, such as staff specialists or
consultants are being used
• Employees are trustworthy and experienced

Managerial Grid Styles

The Theorists
• Robert Blake (1918-2004)
– BS Psychology-Berea College -1940
– MA UVA -1941
– Ph.D Texas at Austin-1947
– Lectured at Harvard, Oxford, and Cambridge
– Published 45 Books/ 214 Articles/6 Monographs
– Member- American Psychological Association
– 1961-Chairman of Scientific Methods

The Theorists-
• Jane S. Mouton (1930-1987)
– BA Mathematics- Univ. of Texas at Austin-1950
– Master in Psychology –FSU-1951
– Ph.D Univ. of Texas- 1957
– Research in Conflict Resolution, Conformity, and
Creative Decision Making
– Member of American Psychological Association.
– 1961- President of Scientific Methods

Blake and Mouton
The Writers
• The Managerial Grid-1964,1978
• Productivity: The Human Side-1981
• The Academic Administrator- 1981
• The Secretary Grid-1983

Blake & Mouton
The Management Grid
• Three Organizational Universals
– Purpose-productions of things or services -“activities in
which people engage towards organizational purpose”
(“The New Managerial Grid, 8).
– People-the human aspect. Organizational purpose cannot
be achieved without people.
– Power-Some are bosses/some are bossed. Organizational
Hierarchy.
– There are other universals:
• Organizational Culture

The “Concern For” Variables
• “Concern for is not a specific term which indicates
the amount of actual production or behavior towards
people. It indicates the character and strength of
assumptions present behind any management style.”
(“The New Managerial Grid”, 9).
• Concern for Production
• Efficiency Measures, Units Produced
• On-time deliveries, customers served
• Concern for People

The Questionnaire
• A questionnaire with 6 categories
– Decisions
– Convictions
– Conflict
– Temper
– Humor
– Effort
• Under each category there are 5 questions-choose the
answer that best describes your behavior.

The Grid
Concern for Production
ConcernforPeopleLowHigh
Low High

The Managerial Grid
The New Managerial Grid,
Robert Blake and Jane
Mouton, Houston: Gulf
Publishing
Company,1978,11

1,1 Orientation
The New Managerial Grid, Robert Blake and
Jane Mouton, Houston: Gulf Publishing
Company,1978,11

1,1 Orientation
Impoverished Management
• Low Concern for Production
• Low Concern for People
• Contributes little to the organization
• Doing only enough to keep job
• Someone just waiting on retirement

9,1 Orientation
The New Managerial Grid, Robert Blake
and Jane Mouton, Houston: Gulf
Publishing Company,1978,11

9,1 Orientation
Authority/Obedience
• High concern for production
• Low Concern for people
• Autocratic
• Expects compliance to orders-Controlling
• Exercises power and authority

5,5 Orientation
The New Managerial Grid,. Robert Blake and Jane
Mouton, Houston: Gulf Publishing Company,1978,11

5,5 Orientation
Middle of the Road
• Moderate concern for production and people
• Adequate organizational performance could be
achieved through compromise.
• Group dynamics play a vital role-Acts in response to
group norms
• Wants to be liked- does not want to “rock the boat”
Goes along with the majority.
• A 5,5 manager operates well within informal groups.

1,9 Orientation
The New Managerial Grid,, Robert Blake and Jane Mouton
Houston: Gulf Publishing Company: 1978, 11

1,9 Orientation
Country Club Management
• Places high emphasis on feelings and emotions of
employees.
• Neglects production aspect of the company
• 1,9 manager desires to be liked by the
employees.
• High Profit Margin/Low Competition

9,9 Orientation
The New Managerial Grid, Robert Blake and Jane Mouton,
Houston: Gulf Publishing Company: 1978, 11

9,9 Orientation
Team Management
• Seeks to integrate both the production and the
human aspect-high concern for production and
people.
• Engages the work force
– Empowerment
– Teams
– Communication
• Blake and Mouton- Best leadership approach

Theological Evaluation of the
Managerial Grid
• Concern for Production-defined as purpose
– Purpose of leaders in the Church
• Gospel ministry
• Great Commission- Matt. 28:18-20/Acts 1:8
• Concern for People
– God’s special creation-man
• Image bearers
• Gen. 9:5-6
– God’s great love for man-Christ died for us.

Theological Evaluation of the
Managerial Grid
• Concern for People-in God’s Word
– To take care of orphans and widows, poor. (Deut.
10: 12–19; Is. 1:17; Matt. 25:35–45; James 1:27).
– To love one another- (John 13:34–35; 1 Peter
1:22; 1 Peter 3:8; 1 Peter 4:8; I John 4: 7–8).
– Jesus came as a servant and taught that to be in
the Kingdom is to be a servant. (Matt. 20:25–28).

A Biblical Application of the
Managerial Grid ?
• Concern for the Gospel, Concern for People-
(__,__)
– 9,9- High concern for the Gospel, High concern for
people
• Teamwork
• Empowerment
• Spiritual Gift-Romans 12, 1 Cor 12, Eph. 4:11-12

Critical Thinking

Definitions
A disciplined process of organizing and
synthesizing information to evaluate and to
prioritize the information appropriately
Critical thinking system must be applied to an
end, a goal, a reason for designing a
response

Purpose of Critical Thinking
Our purpose of studying critical thinking is to
apply critical thinking to design a superior
nutritional intervention for WIC participants

Integrating Facts
Autonomous Thinking
Observations
Informed Opinions
Active Listening
Questioning
Process of Critical Thinking
Reach
Informed
Unbiased
Conclusions

Critical Thinking Pathway
Identifies and extracts pertinent
information and data from all sources
Discard
irrelevant information
Know when to seek
additional information
and seek it
Make decisions about
participant risks
Develop counseling
intervention plan
Distinguish accurate
relevant information

Positive Nutrition Outcome
Critical Thinking Mind Map
• Written material
• Interview answers
• Participant history
• Vital statistics
• Mannerisms
• Observation
Information
from
Participant
• Nutrition and Medical
knowledge
• Life Skills
• Interaction ability
• Critical thinking
• Education and training
• Nutrition
• Assumptions
• Behavior
• How WIC operates
• What system requires
for participation
Personal
Knowledge
WIC
Knowledge

Purpose: Reaffirming WIC Goal
Critical thinking requires a goal or purpose
This will be to discuss the goal of the WIC program.
Once we reaffirm the purpose of WIC we will
address the pattern of thought which applies to WIC
counseling and assessment interventions.

Instructional Objective 2
After completing the critical thinking module, a
WIC counselor should be able to:
• Identify and apply critical thinking steps
to organize and synthesize information
received.
• Evaluate what was received and
develop and prioritize a nutritional
intervention plan.

Critical Thinking - Applied to a
Nutritional Counseling Situation
1. What is the purpose of meeting with this participant?
2. What data or information do I need?
Evaluate what you know about the participant
Past history
Paper work submitted about participant
Data gained from observation
The difference between what you know and what you need
to know is called a “knowledge gap.”
3. How am I going to get the needed information?
Create questions to gain the information needed.
4. Ask the questions you have developed.

Critical Thinking System – (cont’d)
5. Using the responses to the questions, organize what you
have learned…
What conclusions or inferences can you make?
6. Consider again your main purpose.
Do you have the knowledge to answer that? If not, probe
deeper.
7. Ask additional questions to clarify and get more detail.
8. Evaluate the information collected and known.
Use the information and identify appropriate conclusions.

Summary: Critical Thinking
Competencies
Use of critical thinking systems, processes,
pathways and mind maps will allow you to:
• Collect all relevant information before drawing
conclusions and deciding upon the best course
of action
• Ask additional questions to clarify information
or gather more details
• Recognize factors that contribute to the
identified nutrition problems
• Recognize and discard superfluous information

Competencies (cont’d)
• Consider the participant's point of view about
nutrition, health priorities, needs, and concerns
• Identify relationships between behaviors/
practices and nutritional risks
• Check accuracy of inconsistent or unusual
measurements and referral data according to
your state agency policy
• Identify factors that influence the accuracy of
measurements taken and document them.
Take appropriate action with the measurements
according to policy

Competencies (cont’d)
• Draw conclusions about nutritional status
supported by objective data, observations,
experience, and reasoning
• Prioritizes nutrition problems to be addressed
Source: VENA A Guide to the Art and Science of WIC Nutrition Assessment, p.124

The End

Reinventing Creative & Innovative Leadership

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