Explain the role of health care leaders in facilitating interprofessional collaboration.
Leadership Self-assessment Assignment
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Leadership Self-assessment Assignment
Leadership Self-assessment Assignment
Question Description
I’m studying for my Health & Medical class and need an explanation.
FOLLOW ASSESSMENT TEMPLATE
GRADING RUBRIC MUST BE FOLLOWED
Complete a leadership self-assessment of 6–7 pages.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership.
Analyze one’s leadership strengths and weaknesses, in reference to one or more leadership theories or styles found in the literature.
Explain how one’s specific leadership characteristics enable oneself to guide, educate, inform, and influence others in managing change.
Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration.
Explain how one’s specific leadership characteristics help oneself build and maintain interprofessional collaborative relationships.
Competency 3: Analyze standards of professional ethics and the principles of diversity and inclusion as applied by health care leaders in real-world situations.
Explain how one can best apply the principles of ethical leadership, given one’s leadership style.
Explain why diversity and inclusion are important to employee relations and the provision of safe, high-quality health care.
Explain how one’s specific leadership characteristics prepare oneself to develop and lead a diverse team of employees and serve a diverse community, within an ethical framework.
Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development.
Explain how research skills and critical thinking guide effective decision making and foster integrity in research and professional practice.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting.
References
Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York, NY: McGraw-Hill.
Leadership Theories
These resources examine transformational ethical leadership and may help you complete your assessment:
Dartey-Baah, K. (2015). Resilient leadership: A transformational-transactional leadership mix. Journal of Global Responsibility, 6(1), 99–112.
deZulueta, P. C. (2015). Developing compassionate leadership in health care: An integrative review. Journal of Healthcare Leadership, 8, 1–10.
Kupo, V. L. (2014). Becoming a scholar-practitioner in student affairs. New Directions for Student Services, 147, 89–98.
Malloch, K. (2014). Beyond transformational leadership to greater engagement: Inspiring innovation in complex organizations. Nurse Leader, 12(2), 60–63.
Leadership Inventory
Robinson, J. L. (2016). Connecting leadership and learning: Do versatile learners make connective leaders? Higher Learning Research Communications, 6(1), 35–50.
Leadership Characteristics
Cote, R. (2017). Vision of effective leadership. Journal of Leadership, Accountability and Ethics, 14(4), 52–63.
Liborius, P. (2014). Who is worthy of being followed? The impact of leaders’ character and the moderating role of followers’ personality. The Journal of Psychology, 148(3), 347–385.
Muthia, A., & Krishnan, V. R. (2015). Servant leadership and commitment: Role of transformational leadership. International Journal on Leadership, 3(1), 9–20.
Rogers, R. (2012). Leadership communication styles: A descriptive analysis of health care professionals. Journal of Healthcare Leadership, 4, 47–57.
Ethical Frameworks for Leadership
Crews, J. (2015). What is an ethical leader?: The characteristics of ethical leadership from the perceptions held by Australian senior executives. Journal of Business and Management, 21(1), 29–58.
Dion, M. (2012). Are ethical theories relevant for ethical leadership? Leadership and Organization Development Journal, 33(1), 4–24.
Leadership and Diversity
Gotsis, G., & Grimani, K. (2016). Diversity as an aspect of effective leadership: Integrating and moving forward. Leadership & Organization Development Journal, 37(2), 241–264.
ADDITIONAL RESOURCES FOR FURTHER EXPLORATION
The textbook references below provide additional background. If you choose to engage with these resources, you are encouraged to find them via your preferred retailer or your local library. These extra resources are not available in the bookstore.
Buchbinder, S. B., Shanks, N. H., & Buchbinder, D. (2014). Cases in health care management. Burlington, MA: Jones & Bartlett Learning.
This textbook contains some excellent case study scenarios. Interesting questions and useful resources are also included at the end of each case.
Green, J. L. (2015). Graduate savvy: Navigating the world of online higher education (3rd ed.). Warrenton, VA: Glocal Press.
This textbook offers useful information to help you succeed as a graduate-level learner in an online environment.
Leadership Theories
Washington, R. R., Sutton, C. D., & Sauser, W. I., Jr. (2014). How distinct is servant leadership theory? Empirical comparisons with competing theories. Journal of Leadership, Accountability and Ethics, 11(1), 11–25.
Ethical Frameworks for Leadership
American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from http://nursingworld.org/DocumentVault/Ethics-1/Cod…
American Nurses Association. (2011). Short definitions of ethical principles and theories: Familiar words, what do they mean? [PDF]. Retrieved from https://www.happynclex.com/wp-content/uploads/2016…
Lee, L. M., & Royo-Bordonada, M. A. (2015). Continuing the conversation about public health ethics: Education for public health professionals in Europe. Public Health Reviews, 36(5), 1–4.
Leadership Inventory
The Leadership Challenge. (2018). Leadership development worksheet. Retrieved from http://www.leadershipchallenge.com/lpiworksheet.as…
McGraw-Hill. (2018). Self-assessment: What are your transformational leadership tendencies? Retrieved from http://highered.mheducation.com/sites/1259030539/s…
assessment_3_grding_rubric.pdf
assessment_3_tem
Leadership Self-assessment Assignment
Leadership Self-assessment Assignment
Leadership Self-assessment Assignment
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.