NHS 8002 Unit 9 Assignment: Personal Leadership Portrait

NHS 8002 Unit 9 Assignment: Personal Leadership Portrait

NHS 8002 Unit 9 Assignment Personal Leadership Portrait

 

The health care environment is complex, requiring leadership that is comprehensive and collaborative in the field. It is essential for leaders to be well versed in a range of areas (practice, research, education) as a means of effective engagement with interprofessional communities. Effective leaders have heightened awareness of self and individual leadership styles, leading to professional growth, career advancement, and the ability to develop leaders for the future across the fields of practice (nursing, health administration, public health).

Your final assignment in your first course will bring together all the aspects of leadership that you have examined and discussed over the last 9 units. In this assignment, you will analyze and evaluate your own leadership qualities to create a portrait of the health care professional and leader you aspire to be.

Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note: It is very important for your development as a scholar-practitioner that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm. If you have any questions about this, please contact your course room instructor, or post a question in the Ask Your Teaching Assistant area of the NHS Learner Success Lab.

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Assignment Instructions

NHS 8002 Unit 9 Assignment Personal Leadership Portrait
NHS 8002 Unit 9 Assignment Personal Leadership Portrait

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’s (NCHL) competency model of leadership development (NCHL, 2016), which includes a self-assessment on behavior (relational), technical and operational skills, and strategic ability. In preparation for the interview, you will complete a personal leadership portrait using the information from the Leadership Self-Assessment you completed in Unit 8. It is important that you demonstrate your knowledge and experience in each of the areas outlined below.

To complete this assignment, you will need to:

Identify and analyze 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 (or theories or styles) to analyze your strengths and weaknesses.

Evaluate the leadership characteristics you already possess. Then, identify at least two additional leadership characteristics you would like to develop. Explain how these characteristics will allow you to guide, educate, inform, and influence others to manage change in the field of health care.

Evaluate how your leadership attributes will serve to help you build and maintain collaborative relationships across disciplines within your community.

Identify the main principles of ethical leadership in health care, citing your sources, and evaluate how you can best apply them given your leadership style. Where do you have room to grow in this area? How can you prepare yourself to do so?

Analyze how you, as a health care leader, can address diversity and inclusion. Explain why these factors are important and how they contribute to effective leadership in health care. Give an example you have experienced or read about. Cite your sources.

Apply the Capella Scholar-Practitioner Learning Model, linked in Resources, to analyze how your professional and academic experiences will contribute to and guide your development as an effective leader.

Summarize how the concepts and information you have gained from this course and from your own research will guide your continued leadership development and how you will apply them in practice.

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 scholarly sources.

Cite your sources appropriately. Use correct APA formatting for all in-text citations and references.

Include a title page, abstract, and reference page. An APA style paper template and associated tutorial are linked in Resources to help you in writing and formatting your paper. Format your work per these documents.

Note: The assignment requirements outlined below correspond to the grading criteria in the Personal Leadership Portrait scoring guide, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion to see how your work will be assessed.

Example assignment: You may use the Personal Leadership Portrait Example, linked in Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Submission Requirements

Your paper should meet the following requirements:

Written communication: Write coherently to support central ideas, in appropriate format, and with correct grammar, usage, and mechanics.

Length of paper: 6–8 typed, double-spaced pages, excluding the title page, abstract, and reference page.

References: At least five different resources (peer-reviewed journals or sources, assigned unit readings, et cetera) to support your statements.

APA formatting: Follow current APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and on the Reference page.

Included a properly formatted title page, abstract, and reference page.

The APA Style Paper Tutorial and the associated APA Style Paper Template are linked in Resources to help you in writing and formatting your paper. Format your work per these documents.

Font and font size: Times New Roman, 12 point.

Submit the assignment to your instructor as an attachment in the assignment area no later than 11:59 p.m. central time on Sunday.

When you submit your assignment for grading, it will automatically be submitted to SafeAssign for a final report. Your instructor will provide feedback on a minimum of one originality report for an assignment each term. Some faculty may provide feedback on all originality reports for the assignments. It may be helpful to review your instructor’s policy for the course.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

NHS 8002 Unit 9 Assignment Personal Leadership Portrait Reference

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

NHS 8002 Unit 9 Assignment Personal Leadership Portrait Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

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

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.