Last Updated on February 28, 2024 by Admin
Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen
Discussion 2: Your Leadership Profile
Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.
How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.
Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations 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 by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
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.
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.
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.
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.
Responds fully to questions posed by faculty.
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.
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.
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.
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 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6053_Module03_Week05_Discussion_Rubric
Expert Answer and Explanation
Leadership Profile based on StrengthsFinder
When one wants to know an effective leader, they look at the traits of the leader. This type of a leader, for example, is able to communicate effectively and control their emotions. It is important for leaders to assess their leadership strengths, and for these leaders, the StrengthsFinder Assessment (SFA) tool can be useful for this purpose (Chan et al., 2015). The focus of this study is to describe the results based on the assessment I did using the tool, and highlight my key areas of strengths and weaknesses.
Results of the Assessment
Based on the results of the assessment using the SFA tool, I have strengths when it comes to executing leadership functions. My leadership profile as an activator manifests in the way I approach issues, and I tend to particularly focus on taking action rather than spend time thinking about what others might think. This focus on action instead of focusing on analyzing the outcomes of my decisions indicates my strength as an activator. This does not however mean that I am not vigilant or a non-deliberative individual.
I am planner, and before I make decisions, I plan on how I can effectively improve the outcomes of these decisions. I am a restorative individual, based on the assessment results, and I have preference in solving problems (Chan et al., 2015). I believe that there is solution to even the most intricate problem, and I make efforts to resolve problems. I am an individual open to establishing new relationships because I want to learn from others, and also extend a helping hand. When identifying solutions to issues, I tend to follow a specific path rather than move haphazardly.
Core Values
However, I need to work on humility and service, the two of the core values which I feel every leader should exhibit. I tend to view my style of leadership as being the most effective and outstanding, and I rarely take counsel from anyone. Equally, I will need to maintain commitment towards adopting a servant hood approach to leadership. The goal is to coach my followers, and help them learn how they can lead as well (Khoshhal & Guraya, 2016).
Strengths
The strengths I need to further work on relate to my profile as a relator and the deliberate person. I need to specifically improve my attitudes when interacting with people from diverse cultural and with divergent ideologies on religion or social issues. While I tend to readily form relationships, I choose people I related with based on their cultural or religious orientations. As a deliberate person, I take time to plan, and this may leave me with limited time to execute an action (Sfantou et al., 2017). Thus, I need to improve on this.
Characteristics
The characteristics I need to strengthen are communication and creativity. I need to effectively communicate my feelings and views in a manner that I will be able to persuade those I interact with. I also need to adopt a creative approach when addressing problems.
Conclusion
In overview, I have outstanding profile as a leader, and besides being a person who connects with others, I am a good planner. I am also an action-oriented individual, and I like working without giving thoughts on the impact of the choices I make. However, I will need to cultivate my qualities as a leader by focusing on being humble. I will need to also develop a servant hood mindset so that I will be able to coach my followers.
References
Chan, Z., Bruxer, A., Lee, J., Sims, K., Wainwright, M., Brooks, D., & Desveaux, L. (2015). What Makes a Leader: Identifying the Strengths of Canadian Physical Therapists. Physiotherapy Canada. Physiotherapie Canada, 67(4), 341–348.Doi: https://doi.org/10.3138/ptc.2014-48.
Khoshhal, K. I., & Guraya, S. Y. (2016). Leaders produce leaders and managers produce followers. A systematic review of the desired competencies and standard settings for physicians’ leadership. Saudi medical journal, 37(10), 1061–1067.Doi: https://doi.org/10.15537/smj.2016.10.15620.
Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of Leadership Style towards Quality of Care Measures in Healthcare Settings: A Systematic Review. Healthcare (Basel, Switzerland), 5(4), 73.Doi: https://doi.org/10.3390/healthcare5040073.
Alternative Expert Answer and Explanation
Leadership Profile
StrengthsFinder Assessment Description
Based on the Gallup signature theme report and the StrengthsFinder Assessment, I can have a clear perspective of my strengths (Busch, P. S., & Davis, 2018). Since the most effective individuals are the ones that are aware of their behaviors and strengths, the assessment denotes me as being consistent, discipline, having responsibility, connectedness, and relator.
To begin with, consistency emanates from my traits to always find balance within society. My focus on equality and treating each member of the society with the same respect regardless of their stature creates a consistent overview. The second theme based on the assessment is discipline since I am more of an orderly person who appreciates things to be planned and predictable. Discipline is a subset of consistency as one cannot have one without the other. It takes discipline for me to be consistent in all my actions and behaviors.
The third strength based on the assessment is the element of responsibility, which comes from the concept of being strict and following a specific set of orders. I tend to commit to my tasks by implementing psychological ownership of the situation. I am also bound by the situation at hand until its completion.
The outcome is a scenario where I am in control and responsible for the results and that they meet the desired standards. In order to ensure that there is harmony, responsibility, and be in control of the situation, I also possess the strength of connectedness and relator.
I tend to believe that things happen for a reason, and they have the power to impact other related elements. I am able to relate with peers and other relationships easily and, through connectedness, create effective bonds with each peer. I can easily turn strangers into friends and treat them with the same respect and equality as my long-term friends and peers.
Areas to Strengthen
Core Values
Based on the StrengthsFinder Assessment, the two main core values that I have to improve on include reliability and open-mindedness (Bautista, Misco, & Quaye, 2018). The aspect of reliability emanates from the need to understand that sometimes the order cannot be attained as I expect. I need to be able to be relied on to deliver the expected outcome. In retrospect, strengthening my value of open-mindedness can help me with understanding the outcome and different perspectives.
Strengths
One of the strengths that I need to improve is the element of connectedness. While all things happen for a reason, I need to be able to understand the reason and put it into the contest of the tasks assigned to me (Salih, & Szaz, 2020). Another strength that I can improve on is being a relator because I have to understand the diversity of people and learn to be diverse in attitudes and behavior.
Characteristics
My behaviors and personal traits as an individual can use various characteristics to be effectively defined. Understanding how these characteristics can improve my perspective on life and how I interact with others is important for growth and development. The two main characteristics that I need to strengthen include social intelligence and optimism (Rezaei, & Bahadori Khosroshahi, 2018).
With social intelligence, I would be able to understand why society acts or operates the way it does and the interventions that can be incorporated. Similarly, improving optimism is a key feature within which future decisions would be made. Being optimistic can also offer moral and zeal to move on with consistency and discipline.
References
Bautista, N., Misco, T., & Quaye, S. J. (2018). Early childhood open-mindedness: An investigation into preservice teachers’ capacity to address controversial issues. Journal of Teacher Education, 69(2), 154-168.
Busch, P. S., & Davis, S. W. (2018). Inside Out Personal Branding (IOPB): Using Gallup Clifton StrengthsFinder 2.0 and 360Reach. Marketing Education Review, 28(3), 187-202.
Rezaei, A., & Bahadori Khosroshahi, J. (2018). Optimism, social intelligence and positive affect as predictors of university students’ life satisfaction. European Journal of Mental Health, 13(2), 150-162.
Salih, M., & Szaz, A. (2020). Generalizations Of Some Ordinary And Extreme Connectedness Properties Of Topological Spaces To Relator Spaces. Electronic Research Archive, 28(1), 471-548.
