\u00a0<\/strong>YOUR LEADERSHIP PROFILE NURS 6053<\/h2>\nThanks for sharing this post with us. Very informative. We both have two behaviors in common, Learner and Connectedness. Every worker in an organization requires to grow connection skills. A successful leader leads through authority and connection. It will be a good idea for a leader to develop the leadership skill needed to connect and nurture a connection with his team. No one wants to follow a leader who has weak connection skills, and weak connection skill prevents many leaders from gaining followers. The knowledge of a leader, skills, and organizational culture are the core elements of innovation (Pedraza-Rodr\u00edguez et al., 2023).<\/p>\n
In order to strengthen the behavior of connectedness, a leader must recognize varying connection needs; it will be a good idea for a leader to learn about the behavior of individuals in the team and tailor his behavior to connect based on what has been learned about the individual in the team. The bond between leader and team member is considered an effective organizational tool (Qalati et al., 2022). In order to strengthen the behavior of connectedness, a leader must be present in a conversation.<\/p>\n
Undoubtedly, attention is the oxygen for the relationship to strengthen connectedness. It is imperative that when meeting people, one should endeavor to give them full attention, this will show them you are paying attention, and it also shows a sign of respect. Asking the question in the course of conversation is a sign of respect as well. Showing empathy is a good way of strengthening the behavior of connectedness.<\/p>\n
Tone control plays an essential role in connectedness. For example, suppose somebody engages me in a conversation, and the tone lacks respect. In that case, I will automatically put up a wall, and whatever the person says is not sinking in me anymore. Tendering sincere apologies when mistakes occur will also strengthen connectedness. The ability to learn is not a matter of intelligence, and people are not born learners; otherwise, there will not be a justification for getting better at learning. Learners are made. They are not born. We can become expertise if we deliberately practice and strategize to enhance our learning ability.<\/p>\n
In order to strengthen one\u2019s skill, one must organize one\u2019s goal, use a targeted approach to learning, reflect on our learning, ask ourself if one understands an idea, understand our goals, inquire if one needs more background knowledge, or more practice are all ways to improve our learning ability. Knowledgeable leaders are essential assets to an organization because, in inspiring employees, good leaders play a vital role (Haider et al., 2022).<\/p>\n
Finding what we are good at seems to be our life’s goal especially if we seek happiness in the long run. Gallup\u2019s StrengthFinder Assessment was created to help people recognize their individual strengths in order to be the bet that they could be while working together. When one is able to recognize their individual talents as a leader, they are able to bring it to the table and help increase productivity and morale within an organization (Sutton, 2021). While completing the StrengthsFinder assessment these were my results. My top 5 themes were Achiever, Responsibility, Connectedness, Individualization and Arranger. (Clifton,2021).<\/p>\n
As an Achiever being motivated to work diligently and seeing a task through to the end no matter what, is definitely something I do especially at work. Something that I would like to work on within this theme is establishing boundaries.\u00a0 As mentioned within this description, an achiever may do what needs to be done even if it means that thing or favor will inconvenience them. This is something I need to work on in my professional and personal life. I am always willing to help any and every one when they ask, even if have to end up staying late finishing notes for work, I go above and beyond to help those in need. With responsibility, I interpreted this theme as saying what I mean and meaning what I say. I also agree with the fact that I value honesty and loyalty, for me, \u201cyour bond is your word\u201d. I would never let you second guess me being reliable and dependable.<\/p>\n
This is also why I need to not be as vulnerable with everyone and also. Understanding that we as humans will let each other down so sometimes its ok to take things for face value because not everyone will appreciate your honesty and not everyone deserves your loyalty. I truly believe that everything happens for a reason and nothing happened by \u201cchance\u201d, that is my understanding of Connectedness. I feel like Individualization puts the spotlight on everyone and their unique God given gifts. This theme helps to bring those people together in order to come to one common goal. The last one is Arranger and we in this category love to organize and \u201cfigure out how all of the pieces and resources can be arranged for maximum productivity. In other words, how can we get the most from the cards that we are dealt.<\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong>One of the main values I would want to improve on would be with in Strategic thinking and being Futuristic. I say this because in my personal life I tend to be a logical person and I need to see the facts right in my face in order to make sense of it all, so this tends to cross over in work life. I think working on this strength would help others on my team trust me and know that I am think ahead and not just about the right now. Goals I want to help set are for us as a whole and for the future.Two strengths that I would love to improve would be learner and maximizer. I chose these two because they weren\u2019t represented in my top 5. I would say that I have a general \u201cpassion\u201d for learning but I can use my skills and practices as a foundation to teach other what I know and what I have done in my career and specialty. As a maximizer continue to encourage those around me to strive for better. This is not to necessarily \u201cpush\u201d or \u201cforce\u201d them but reassure them that they can be excellent and accomplish great things.Two of the characteristics that I would love to improve on are relator and discipline. For me personally, I believe these two would represent the cross between my personal and work life. With the relator, I can create and open space for individuals to come and form trusting and loyal bonds as a team. With the Discipline in my personal life, it would help me to stick with goal I set for myself so that I could be an example for others.<\/p>\nOverall, I see that this assessment was created to help leadership in different organizations organize and set goals, encourage and engage with individuals in order to develop and accomplish success as a team. According to Rath& Conchie (2009) we are not necessarily born to \u201cassume\u201d leadership it must be learned and practiced and this assessment helps to identify leadership strength and how to maximize those strengths in order to build a strong team in the workforce.<\/p>\n
References<\/h2>\n
Clifton, D. (2021).\u00a0Strengthsfinder 2.0 from gallup and tom rath: Discover your cliftonstrengths<\/em>. Gallup.<\/p>\nRath, T., & Conchie, B. (2009).\u00a0Strengths based leadership: Great leaders, teams, and why people follow<\/em>. Gallup Press<\/p>\nJeremy Sutton, P. D. (2021, September 23).\u00a0Understanding the CLIFTONSTRENGTHS assessment: A guide<\/em>. PositivePsychology.com. Retrieved March 30, 2023, from https:\/\/positivepsychology.com\/clifton-strengths-assessment\/<\/a><\/p>\nGrading Rubric<\/strong><\/h2>\n\n\n\nPerformance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n 100%<\/strong><\/p>\n16 points<\/strong><\/td>\nVery good or high level of performance<\/strong><\/p>\n 88%<\/strong><\/p>\n14 points<\/strong><\/td>\nAcceptable level of performance<\/strong><\/p>\n 81%<\/strong><\/p>\n13 points<\/strong><\/td>\nInadequate demonstration of expectations<\/strong><\/p>\n 68%<\/strong><\/p>\n11 points<\/strong><\/td>\nDeficient level of performance<\/strong><\/p>\n 56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\nFailing level<\/strong><\/p>\n of performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n\nScholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
<\/p>\n Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n | | | | | | | | | | | | | | | | | | |