NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model

NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model

NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model

Preparation

You have
been offered the opportunity to apply for a leadership position in your
organization. As a part of the application process, your potential employer
uses the National Center for Healthcare Leadership (NCHL) competency model of
leadership development (NCHL, 2016), which includes a 360-degree evaluation.
The evaluation is an assessment that includes anonymous, confidential feedback
from those around you, such as your peers, supervisor, direct reports, and
stakeholders, as well as a self-assessment on behavior (relational), technical
and operational skills, and strategic ability. As a part of this 360-degree
evaluation, you will complete the self-assessment component. This information
will be shared with the interview committee for the position, so it is
important that you demonstrate your knowledge and experience in each of the
areas outlined in the self-assessment requirements below.

Note:
Remember, you can submit all or a portion of your draft to Smarthinking for
feedback before you submit the final version of your work for this assessment.
However, be mindful of the turnaround time for receiving feedback if you plan
on using this free service.

NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model
NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model

NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model Reference

National
Center for Healthcare Leadership. (2016). NCHL organizational assessments.
Retrieved from http://www.nchl.org/static.asp?path=2852,3241

Self-Assessment
Requirements

Complete a
leadership self-assessment to create a portrait of the effective health care
professional and leader you aspire to be.

Note: The
assessment requirements outlined below correspond to the grading criteria in
the Leadership Self-Assessment scoring guide. At a minimum, be sure to address
each point. In addition, you are encouraged to review the performance level
descriptions for each criterion to see how your work will be assessed. You are
provided an example leadership self-assessment to illustrate what
proficient-level work for this assessment looks like.

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Self-Assessment
Format and APA Style

Use the APA
Paper template, linked in the Resources, to draft your self-assessment. An
abstract is not required.

Your
self-assessment should be 5–7 double-spaced pages in length, not including the
title page and reference page.

Apply
correct APA formatting to all in-text citations and references.

Use Times
New Roman, 12-point font.

Writing

Note:
Because this assessment requires you to develop a leadership self-assessment,
you may write using first-person voice. However, it is important for your
development as a practitioner-scholar to recognize that writing in the first
person is not usually acceptable in academic papers, which are written in the
third-person. Consequently, you should always carefully consider departing from
this norm.

Be clear
and concise in your writing.

Express
your main points, arguments, and conclusions coherently.

Use correct
grammar and mechanics.

Be sure to
support your claims, arguments, and conclusions with credible evidence from 4–5
current, scholarly or professional sources.

Proofread
your writing.

Self-Assessment
Content

Analyze
your leadership strengths and weaknesses.

Identify at
least one leadership theory or style that you believe best aligns with your own
thoughts of what leadership means.

Use that
theory or style in your analysis. Cite your sources.

Consider
potential biases or underlying assumptions in your analysis.

Explain how
specific leadership characteristics you already possess will enable you to
guide, educate, inform, and influence others to manage change in the field of
health care.

Consider
examples of past successes.

Consider
strategies or best practices that could be applied to improve outcomes.

Describe at
least two additional leadership characteristics you would like to develop to
enhance your effectiveness in this area.

Explain how
your leadership characteristics will serve to help you build and maintain
collaborative relationships across, and within, disciplines.

Consider
examples of past successes.

Consider
strategies or best practices that could be applied to improve outcomes.

Describe at
least two additional leadership characteristics you would like to develop to
enhance your effectiveness in this area.

Explain how
you can best apply the principles of ethical leadership, given your leadership
style.

Identify
the main principles of ethical leadership within your field of practice
(nursing, health administration, or public health). Cite your sources.

Consider
examples of past successes.

Consider
strategies or best practices that could be applied to improve outcomes.

Where do
you have room to grow in this area?

How can you
prepare yourself to do so?

Explain why
diversity and inclusion are important to employee relations and the provision
of safe, high-quality health care.

Provide an
example you have experienced or read about. Cite your sources.

Explain how
your leadership characteristics prepare you to develop and lead a diverse team
of employees and serve a diverse community within an ethical framework.

In what
ways can you address issues of diversity and inclusion, both within an
organization and in serving the public?

Explain how
research skills and critical thinking guide effective decision making and
foster integrity in research and professional practice.

NHS 5004 the National Center for Healthcare Leadership (NCHL) competency model Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.