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Executive Summary


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In this assignment, you will select a program, quality improvement initiative, or other project from your place of employment. Assume you are presenting this program to the board for approval of funding. Write an executive summary (850-1,000 words) to present to the board, from which they will make their decision to fund your program or project. The summary should include:

  1. The purpose of the program or project.
  2. The target population or audience.
  3. The benefits of the program or project
  4. The cost or budget justification.
  5. The basis upon which the program or project will be evaluated.

Share your written proposal with your manager, supervisor or other colleague in a formal leadership position within a health care organization. Request their feedback using the following questions as prompts:

  1. Do you believe the proposal would be approved if formally proposed?
  2. What are some strengths and weaknesses of the proposal?

Submit the written proposal along with the “Executive Summary Feedback Form.”

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

Apply Rubrics

Executive Summary

 

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

 

16.0 %Executive summary addresses the purpose of the program or project

The purpose of the program or project is not provided.

The purpose of the program or project is incomplete, missing relevant information.

The purpose of the program or project is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.

The purpose of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

The purpose of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, is provided in detail, and demonstrates higher level thinking by incorporating prior learning or reflective thought.

 

16.0 %Executive summary addresses the target population or audience

The target population or audience is not addressed.

The target population or audience is incomplete, missing relevant information.

The target population or audience is provided and meet the basic criteria for the assignment as indicated in the assignment instructions.

The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

 

16.0 %Executive summary addresses the benefits of the program or project

The benefits of the program or project are not provided.

The benefits of the program or project are incomplete, missing relevant information.

The benefits of the program or project are provided and meet the basic criteria for the assignment as indicated in the assignment instructions

The benefit of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

The benefit of the program or project meet all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

 

16.0 %Executive summary addresses the cost or budget justification

The cost or budget justification is not provided.

The cost or budget justification is incomplete, missing relevant information.

The cost or budget justification is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.

The cost or budget justification issue meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

The cost or budget justification issue meets all criteria for the assignment, as indicated by the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

 

16.0 %Executive summary addresses the basis upon which the program or project will be evaluated

The basis upon which the program or project will be evaluated is not provided.

The basis upon which the program or project will be evaluated is incomplete, missing relevant information.

The basis upon which the program or project will be evaluated meets the basic criteria for the assignment as indicated in the assignment instructions.

The basis upon which the program or project will be evaluated is provided in detail.

The basis, upon which the program or project will be evaluated as indicated by the assignment instructions, is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

 

15.0 %Organization and Effectiveness

 

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

 

15.0 %Organization and Effectiveness

 

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

 

15.0 %Organization and Effectiveness

 

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

 

5.0 %Format

 

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

 

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

 

100 

           

NRS-451V Lecture 3

Applying Servant Leadership in Practice

Introduction

The idea of servant leadership may seem contradictory. Servants are thought of as meek and followers of those with great stature, while the term leader inspires images of those that come first and receive great honor. The focus this week will be on the characteristics of a servant leader, as well as how to operationalize those characteristics in one’s life through personal mission, vision, and values.

Characteristics of the Servant Leader

Servant leadership differs from every other theory of leadership in its emphasis on leading through serving others and through the desire to hold others through leadership, rather than through the desire to hold power over others. Servant leadership supports the notion that enhancing growth in others produces a stronger organization through relationships. Greenleaf (1991) states the following:

The servant-leader is a servant first… It begins with the natural feeling that one wants to serve… Then conscious choice brings on to aspire to lead… The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived? (p. 7).

In studying Greenleaf’s materials, the following characteristics are of critical importance to the success of the servant leader:

1.       Empathy: Servant leaders need to be able to recognize someone else’s intentions, feelings, and pain.

2.       Listening: To truly have empathy, one must be an active listener, listen to what is behind the words, reflect, and repeat back to the communicator what was heard.

3.       Emotional Intelligence: This characteristic will be discussed later in the course. It is the ability to be keenly aware of human emotional reactions and patterns.

4.       Foresight: Lessons from the past allow the leader to predict and steer an outcome and decision for the future.

5.       Stewardship: Stewards serve the needs of others, build relationships, oversee the allocation and utilization of resources, and help others to grow. All of these build trust and promise for followers.

An excellent analogy to servant leadership is the old anonymous saying, “Give a man a fish, and you have fed him for a day; teach a man to fish, and you have fed him for a lifetime.”

Servant Leadership Operationalized

Hierarchical power structures are present in every health care organization. Some have chosen flatter structures, but there is still hierarchy inherent in the system. To truly get to servant leadership in a management model, practices must be redefined, structures must be realigned, the role of the employee must be reevaluated, and the human resource strategies must be built around the characteristics mentioned above.

Management in this new structure involves taking the initiative and being responsible and accountable to those being served. It also requires that the manager support the decisions made by employees. Managers in this system should delegate authority for decision-making to those closest to the patient, but they cannot delegate or abdicate their responsibility for the outcomes. Allowing others to make mistakes encourages their growth and the progression of the organization.

Examples of leaders range from Winston Churchill, Napoleon, or Hitler to Mother Theresa, Pope John Paul II, or even Oprah Winfrey. Although all leaders have power through the influence they have over others, some leaders are servants, and some are not. Power can be addicting, and it requires the leader to have intelligence, understanding, wisdom, magnetism, and confidence. Servant leaders possess these skills and derive their power from the desire others have to follow them.

When examining the question of how to operationalize servant leadership, one must realize that attitude and behavior must reflect the desire to serve before others will follow. Blanchard, Hybels, & Hodges (1999, p. 172) describe this process as “aiming for the best interest of those I lead and gaining personal satisfaction from watching the growth of others.” Secondly, a clear vision of the goal should be developed and then realized. Performance can be monitored through guidance, coaching, and praise. Next, servant leaders are more concerned with service than with recognition or wealth. They listen and show concern, empathy, and willingness to serve and reinforce it every day. Finally, servant leaders remove obstacles from the paths of others so that they can do their job. When people feel cared for, they are more likely to serve others themselves.

Personal Mission, Vision, and Values

Personal mission, vision, and values are closely tied to the topics discussed in the previous paragraphs. A mission statement is a declaration of why a person exists and what his or her purpose is in life. A vision statement is a declaration of what a person desires to be, and values are the foundations of ethics followed every day. Clearly identifying one’s personal mission, vision, and values can lead to higher satisfaction with work and personal life by creating clarity around goals and facilitating decision-making that contributes to the overall sense of purpose and value in life.

Knowing the personal leadership styles of individuals in a health care environment helps define where the strengths and deficiencies might be within a team. The focus for this week will be on personal leadership styles and how they affect and are affected by interpersonal communication, emotional intelligence, and integration into health care of leadership and management roles and functions.

Leadership Styles

Leadership is difficult to describe, yet it is critical to the success of health care organizations. History has taught people that there are many different leadership styles. Each leader has unique preferences and ways of behaving. Differences between leaders do not mean that one leader is good or bad, right or wrong, effective or ineffective. However, to increase effectiveness, leaders must be able to grow and develop those whom they are leading. Leaders must be flexible and adapt styles to meet the needs of the situation and the individuals involved. Goleman, (2003) asserts that leaders who have mastered four or more styles, especially authoritative, democratic, affiliative, and coaching styles, have the best chance of success in leading.

Authoritative leaders mobilize people, are self-confident, and are strong in situations when change is required. Democratic leaders gain consensus through collaboration and are best in situations when buy-in is needed. Affiliative leaders create harmony, build relationships, and are best in healing teams or motivating people. Coaching leaders develop people for the future through empathy and self-awareness. They are best in improving performance in the long run.

Emotional Intelligence

“In 1998, Daniel Goldman in partnership with the consulting firm of Hay/McBer, recognized that 90% of the difference separating the average and best leaders lies within their grasp of emotional intelligence” (Breen, n.d.). According to Breen (n.d.), “emotional intelligence describes an individual’s ability to manage his or her self as well as other relationships effectively.” It consists of four fundamental capabilities: self-awareness, self-management, social awareness, and social skill. Having these capabilities allows leaders to have a positive impact on the culture and climate of an organization. Leaders are able to adjust their style to get the best results.

·            Changing behavior and sustaining the change is extremely difficult. Emotional intelligence will help create faster, deeper, long-term change. Porter-O’Grady and Malloch (2002) describe the principles of emotional intelligence in the following ways: The individual members of an organization are interconnected and interrelated.

·            The individual members perceive their work as natural and a source of fulfillment and growth.

·            Creativity is inherent in the individual and in the collective wisdom of each team.

·            The individual members are motivated to contribute in meaningful ways to relevant goals and focus on self-esteem and self-actualization.

·            Leadership emerges from the combined active engagement of all members of the organization, not from the activities of a single individual.

Although measuring the softer side of an organization is difficult, the absence of it is clearly felt in the culture. When leaders have strong emotional intelligence, the organization also has strong emotional intelligence.

Conclusion

Servant leaders are imperative to the success of health care organizations today: “A new moral principle is emerging which holds that the only authority deserving one’s allegiance is that which is freely and knowingly granted by the led to the leader in response to, and in proportion to, the clearly evident servant stature of the leader” (Dye, 2000, p. 61).

Leadership consists of many styles and types throughout the organization. After studying leadership types and styles, and emotional intelligence, it becomes clear that an understanding of relationships and the soft side of management is essential. Drucker (n.d.) states, “Management is doing things right; leadership is doing the right things.” The possibilities and limitations of all leaders are within their control; they become the kind of leaders they choose to be.

References

Blanchard, K., Hybels, B., & Hodges, P. (1999). Leadership by the book: Tools to transform your workplace. New York: William Morrow and Company, Inc.

Breen, A. (n.d.). Leadership: An introduction to fundamental concepts and styles. Case Western Reserve University.

Drucker, P. (n.d.). Quotations by author. The Quotations Page.

Dye, C. F. (2000). Leadership in healthcare: Values at the top. Chicago: Health Administration Press.

Greenleaf, R. K. (1991). The servant as leader. Indianapolis: Robert K. Greenleaf Center.

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(9). 78-90.

Goleman, D. (2003). Leadership styles that get results. The Institute for Management Excellence.

Porter-O’Grady, T., & Malloch, K. (2002). Quantum leadership: A textbook of new leadership. New York: Aspen.

 

© 2013. Grand Canyon University. All Rights Reserved.

 

 Topic: Applying Servant Leadership in Practice

Course Contents

Lecture Note

1. NRS-451V Lecture 3

Read Lecture 3.

NRS-451V Lecture 30

Textbook

1. Leadership and Nursing Care Management

Read chapters 16, 18, 22, and 23.

http://evolve.elsevier.com

Electronic Resource

1. Jesus the CEO

Read “Jesus the CEO,” located on the Jesus Central website.

 

http://www.jesuscentral.com/ji/life-of-jesus-modern/jesus-ceo.php

 

2. Personality

Read “Personality,” by Reber, A., Rhiannon, & Reber, E., from The Penguin Dictionary of Psychology (2009).

https://lopes.idm.oclc.org/login?url=http://search.credoreference.com.lopes.idm.oclc.org/content/entry/penguinpsyc/personality

 

3. The Wisdom of Jesus and Societal Crisis

Read “The Wisdom of Jesus and Societal Crisis,” by Gary, located on the Christian Futures Network website.

http://www.christianfutures.com/the-wisdom-of-jesus-societal-crises/

e-Library Resource

1. Crucial Conversations in the Workplace

Read “Crucial Conversations in the Workplace,” by Major et al., from American Journal of Nursing (2013).

https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=&AN=00000446-201304000-00035&PDF=y

 

2. Enhancing Nurse Job Satisfaction: The Importance of a Servant Leader Orientation in Health Care Management

Read “Enhancing Nurse Job Satisfaction: The Importance of A Servant Leader Orientation in Health Care Management,” by Jenkins and Stewart, from the Academy of Management Annual Meeting Proceedings (2008).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=33641731&site=ehost-live&scope=site

 

3. Lead With Purpose: Giving Your Organization a Reason to Believe in Itself

Read “Lead With Purpose: Giving Your Organization a Reason to Believe in Itself,” by Tinkham, from AORN Journal (2013).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2012055287&site=ehost-live&scope=site

 

4. Principles of “Servant Leadership” and How They Can Enhance Practice

Read “Principles of ‘Servant Leadership’ and How They Can Enhance Practice,” by Waterman, from Nursing Management – UK (2011).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=58043443&site=ehost-live&scope=site

 

5. Quiet at Night: Implementing a Nightingale Principle

Read “Quiet at Night: Implementing a Nightingale Principle,” by Murphy et al., from American Journal of Nursing (2013).

https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=ovft&AN=00000446-201312000-00024&PDF=y

Website

1. HLA Competency Directory

Explore the “HLA Competency Directory,” located on the Healthcare Leadership Alliance website.

http://www.himss.org/asp/career_HLA.asp

 

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Originally posted 2017-11-13 22:19:42.

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