Leadership Strengths for Change Initiatives

Discussion: Leadership Strengths for Change Initiatives Consider your results from the Clifton Strengths Finder, a self-assessment of leadership traits that you took in a previous course. Recall that the Clifton Strengths Finder enabled you to identify your leadership strengths in terms of how you work with information, how you make things happen, how you influence others, and how you build and nurture strong relationships?  As a future nurse educator, your ability to leverage leadership strengths is essential to effecting change in academic and practice settings.  Photo Credit: Getty Images You must also understand the phases of project management as they relate to change initiatives in nursing education and nursing professional development, so you know how to best insert yourself into each step of the process. For example, if the Clifton Strengths Finder identifies you as a futuristic thinker, you will likely have a great deal to contribute during the initiation and planning phases of a change initiative. For this week’s Discussion, you will examine project management processes as they relate to a change initiative that took place in your current or past workplace. You will also examine your own leadership strengths and discuss how you can apply them to support the change initiative.     To prepare: Review your results from the Clifton Strengths Finder you completed in a previous course. If you do not have your results from your previous course, retake the Strengths Finder Assessment found in the Resources and save your results. (Note: If you already have a Strengths Finder account, you might log in and still find your previous results in your account.) Identify a recent change initiative in your current or past workplace (academic or practice setting) to use for this Discussion. Review the Resources for this week as well as Standard 12 from the NPD Scope and Standards and the phases of project management in the Leadership in Nursing Professional Development and consider how each of the competency statements impacts your change initiative for this Discussion. By Day 3 of Week 11 Post a description of the change initiative you identified from your current or past workplace (academic or practice setting). Explain your analysis of the change initiative. Be specific. Then, based on your awareness of this initiative, explain the process of how this project was managed and completed. Refer to the phases of project management to guide your explanation. Explain what went right and what went wrong with the initiative. Be specific. Next, based on the success of the initiative, explain how your strengths identified in the Clifton Strengths Finder could provide support for this change initiative. Finally, identify 5 competency statements from NPD Scope and Standards: Standard 12: Leadership and explain how each of these competency statements applied to the change initiative. Provide examples. If fewer than 5 competency statements applied, identify additional opportunities in which competencies should have been applied. (Note: You should have a total of 5 competency statements analyzed for this Discussion.) Read a selection of your colleagues’ responses. Note:? For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on?Submit! By Day 6 of Week 11  Respond to at least two of your colleagues on two different days and explain how your leadership strengths identified in the Clifton Strengths Finder could improve upon the change initiative processes they describe. Be specific. Use your Resources to support your response. Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days and Submission and Grading Information Grading Criteria To access your rubric: Week 11 Discussion Rubric Post by Day 3 of Week 11 and Respond by Day 6 of Week 11 To Participate in this Discussion: Week 11 Discussion Rubric Detail   Select Grid View or List View to change the rubric’s layout. Name: NURS_6370_Week11_Discussion_Rubric Grid View List View   Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered if posed. The response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. The response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered if posed. The response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on-topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered if posed. The response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. The response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered if posed. The response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) Response may not be on-topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on three different days. Total Points: 100 Name: NURS_6370_Week11_Discussion_Rubric Learning Resources Required Readings (click to expand/reduce) Dickerson, P. (2017). The core curriculum for nursing professional development (5th ed.). Chicago, IL: Association for Nursing Professional Development. Chapter 20, “Change Agent” (pp. 230-241)  Chapter 22, “Leader Role in Nursing Professional Development” (pp. 252–262) (Previously read in Week 8) Harper, M. G., & Maloney, P. (2016). Nursing professional development scope & standards of practice (3rd ed.). Chicago, IL: Association for Nursing Professional Development. Standard 11: Change Management (pp. 48-49) Standard 12: Leadership (pp. 50–51) Casao, L. R., & Smith, C. M. (2016). Program and project management. In C. M. Smith & M. G. Harper (Eds.), Leadership in nursing professional development: An organizational and system focus (pp. 218–255). Chicago, IL: Association for Nursing Professional Development. Credit Line: Smith, C., & Harper, M. (2016). Leadership in Nursing Professional Development: An Organizational and System Focus. Used with permission of the Association for Nursing Professional Development. Clifton Strengths Finder Assessment Tool: To take the Clifton Strengths Finder Assessment, use the QSOS Student Short and Long Guide documents below and follow the instructions for setting up an account if you do not have one already. If the link does not work, please copy and paste the link into your web browser. Note: This Assessment will take roughly 30 minutes to complete. Gallup, Inc. (2019). Strengths Finder Login. Retrieved from https://walden.gallup.com/signin/default.aspx#home Document: QSOS Student Short Guide (PDF) Document: QSOS Student Long Guide (PDF) Discussion: Leadership Strengths for Change Initiatives

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