NHS 8040 Discussion Question: Leadership Profile -

NHS 8040 Discussion Question: Leadership Profile

NHS 8040 Discussion Question Leadership Profile

Leadership Profile

Although appointment to a position does not automatically guarantee good leadership, I believe I have effective traits for a good leader. Leadership behavior is the process that a leader uses to guide and influence the work of others to meet organizational objectives (Ahlquist, 2017). The skills are used as motivation for staff to achieve the vision and mission of an organization. This paper identifies personal leadership, strengths and weaknesses, and its application for motivational engagement.

Decision-making is a primary and core function of a leader. Assume a confident and assertive style of leadership. The staff or employee should have faith and trust in the decisions that the leader makes. The best approach is leading by example (Seemiller, 2017). If you need your employees to reach a certain level of achievement, then as the leader, be able to reach that level too. If you require your staff to stay up too late on work, then as the leader, be able to stay up late with the others as you motivate them.

NHS 8040 Discussion Question Leadership Profile

According to the top 5 signature themes of talent by assessment, it shows that analytical, strategic, adaptable, approachable, and achiever. This shows that there is consistency in the signature themes of talent. Moreover, there are 2 core values that I need to consider and improve. Honesty and consistency in decision-making are the most influential values (Yee et al, 2018).You also need to develop trust from the employee.

Some strengths need to be improved. A developer is a person who brings out the best from others. They cultivate small efforts of improvement and eventually turn them into superpowers in their career. An empathetic leader feels so sorry for the employer and sees the world through your own eyes. Therefore, developing the qualities of a developer and empathy are core to best leadership (Sessa, 2017).

Leadership development is a learning process in career progression. An effective leader should motivate other ad show interest in achieving the objective of the organization. Additionally, there are strengths and weaknesses of a leader. The leader should work on improving the weaknesses and cultivating the strengths for the best performance.

NHS 8040 Discussion Question Leadership Profile References

Ahlquist, J. (2017). Digital student leadership development. New Directions for Student Leadership, 2017(153), 47-62. https://doi.org/10.1002/yd.20229

Seemiller, C. (2017). Using leadership competencies to develop talents into strengths. New Directions for Student Leadership, 2017(156), 31-42. https://doi.org/10.1002/yd.20269

Sessa, V. I. (2017). Leadership courses and formal leadership development programs as key leadership learning events. College Student Leadership Development, 143-154. https://doi.org/10.4324/9781315674322-8

Yee, G. C., Janke, K. K., Fuller, P. D., Kelley, K. A., Scott, S. A., & Sorensen, T. D. (2018). StrengthsFinder ® signature themes of talent in pharmacy residents at four midwestern pharmacy schools. Currents in Pharmacy Teaching and Learning, 10(1), 61-65. https://doi.org/10.1016/j.cptl.2017.09.002

Leadership Profile

NHS 8040 Discussion Question Leadership Profile References

Ahlquist, J. (2017). Digital student leadership development. New Directions for Student Leadership, 2017(153), 47-62. https://doi.org/10.1002/yd.20229

Seemiller, C. (2017). Using leadership competencies to develop talents into strengths. New Directions for Student Leadership, 2017(156), 31-42. https://doi.org/10.1002/yd.20269

One of the best ways to understand leadership is through the evaluation of self and others. Our personal case studies document who we are and who we might want to become. From your analysis, you will begin to develop a personal philosophy of leadership, which will guide you in your health care or public health career.

In your previous courses, you identified a leadership theory or style that aligned with your views of leadership. For this discussion, expand on this theory or style and analyze what you have learned about yourself to describe your personal leadership philosophy. Provide a brief example from your experience where emotional intelligence was used—or could have been used—to improve or facilitate a complex situation. Consider how this relates to the theory or style you have identified as your own.

Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation may be from your course text, assigned readings, or an outside source.

Remember to follow the requirements for discussions addressed in the School of Nursing and Health Sciences Faculty Expectations message (FEM).

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Response Guidelines

Read and respond to your peers’ posts according to FEM guidelines, addressing the following:

Compare the leadership theory or style with which the learner identified to the one you chose. Comment on the characteristics the learner would like to develop or ask for clarification or elaboration. If your response offers an alternative viewpoint or refers to the ideas or work of others, your post must be supported by citing an outside source, using APA formatting.

Learning Components

This activity will help you achieve the following learning components:

Define ethical stewardship.

Explain the importance of ethical leadership.

NHS 8040 Discussion Question Leadership Profile 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.