- Internal Code :
- Subject Code : SNPG925
- University : University of Wollongong Assignment Help Era is not sponsored or endorsed by this college or university.
- Subject Name : Effective Leadership in Health
Reflection and Action Plans
Part A
Description of the Reflection
Leadership is a practical aptitude encapsulating the ability to provide direction to the subordinates regarding the accomplishment of a communal goal (Bolman & Deal, 2017). I was asked by the tutor to complete a Leadership Practice Inventory (LPI) assessment to analyse my aptitude in the role of a leader. I was initially not aware of the tool and hence, I referred to journals and articles, especially of the authors Kouzes & Posner (2017) to gain a richer understanding of the tool. I asked fifteen participants; who included my peers and family; about my leadership skills. The results that I obtained from the assessment were recorded in a notebook. After obtaining the results, I discussed it with my peers and parents if it was appreciable or not. I also referred to articles to analyse the minimum appreciable figure that is required to be obtained under each of the variables and compared it with the nursing practice. After analysing the results, I came to the conclusion that I had to improve myself in terms of my ability to inspire a shared vision. I also noted that my most robust strength is that I am able to accept challenges and manage them in an optimum custom.
Feelings of the Reflection
I was enthusiastic about the leadership assessment results. While conducting the survey, I made sure to include those participants who have seen me in the light of leadership. Before conducting the survey, I was nervous as I was unaware of LPI in a detailed custom. After referring to the articles and journals, I came to know about the assessment. LPI is basically a tool that is employed for the purpose of developing effective leadership through the assessment, practice, approach and development (Gibson, Dollarhide, Conley & Lowe, 2018). It assists in analysing the behavioural frequency of leadership skills. I was overwhelmed to see the responses and was quite contented with the results obtained. The results were quite encouraging to me. However, I felt that there were some areas where I needed to improve. While discussing with my peers and parents, I came to know about my pitfalls and strong points. After learning about my pitfalls, I was demotivated, however, my parents motivated me and I analysed it with the literature and underwent a strong sense of self-realization of my leadership in the healthcare.
Analysis of the Reflection
I analysed my results by contrasting the obtained results with the literary sources. I analysed that; it is cardinal for a virtuous leader to effectively review the results. From the results, it was evident that my key strength was the ability to accept and mitigate the challenges as a leader. I always seek the opportunities that can be challenging and can bring an appreciable change in me as a leader and my team. It encourages me to accept new approaches. It enables me to ensure that the actions are taken according to the situation and implement the participative approach. I can analyse from the results that I can learn from the new challenges which I found was a good indication of my leadership ability.
I found that I obtained 43 as the score in my ability of modelling and setting an example for my team members. This allows me to collect feedback from my team members and implement them to further improve my leadership ability. I scored 32 in coordinating with the team member and acting accordingly. I scored 32 in motivating people and hence, uplifting productivity. I scored the least marks in creating a shared vision. It lays prominence on my inability to building a communal vision for the team. In healthcare, leadership is critical as it allows driving the systematization on the goals for improved health (Alilyyani, Wong & Cummings, 2018). The analysis of the results reveals that creating a shared vision is integral in healthcare to prioritize health goals.
Conclusion of the Reflection
My experience of obtaining the LPI results was a learning experience. It provided me with the opportunity to recognize my strength and weaknesses as a leader. The results of LPI are a snapshot of the leadership behaviours and provide the prospect to become a more optimistic and skilful leader (Kouzes & Posner, 2017). It allows a leader to attain the personal leadership of the scores. It is a cardinal way of exploring consistency. It can be inferred from my experience that I need to improve myself in terms of ability to create a shared vision. This need to be improved it is a key skill that a leader must have in order to ensure that a subordinate is appealed to trail the vision shared by the leader.
Action Plan of The Reflection
An action plan is a systematic detailed plan that outlines the actions that are aimed to attain the goals (Dawson, Deckard, Cawthon & Loblein, 2018). In my action plan, I will stress on improving my weakest skill and enhancing my key strength. I will make sure that my team members are involved in the goal-setting so that a feeling of being valued is cultivated within them and they are able to contribute to the goal in an effectual custom. I will regularly check the progress of the goal and discuss it with the members so that effective administration is done and a compelling image of the future is communicated to the team members. It will be ensured via group meetings thrice a week for four weeks. The goal is realistic as each team member will be asked to report on the progress in each meeting. Another goal is strengthening the ability to accept challenges. I will set small and achievable goals; the team members will be asked on the different approaches apart from the medications that can be used to manage the deteriorating conditions of the patient. The discussion will be held every two days a week for four weeks. The team members will be motivated to think in the psychological perspective.
Part B
Action Plan 1
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Kouzes & Posner Practice: |
Inspire a shared vision |
|
Kouzes & Posner Behaviour: |
Appealing others to share the dream |
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SMART Goal: |
For creating a shared vision, I will ensure that my team members are involved in the goal-setting so that a feeling of being valued is cultivated within them and they are effectively taking part in the goal formulation. It will be specific in terms of goal setting as it will lay emphasis on the determination of key constraints in hand hygiene in the Intensive Care Unit (ICU) in healthcare. I will regularly check the progress of the goal and discuss it with the members so that effective administration is done and a compelling image of the future is communicated to the team members. It will be ensured via group meetings thrice a week for four weeks. The goal is realistic as each team member will be asked to report on the progress in each meeting. It will be timely as it will be accomplished with a duration of four weeks. |
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Rationale for SMART Goal: |
§ This will motivate the team members to actively participate in the goal-setting process so that they are able to envision the goal § Since they themselves are indulged outlining of the goal, it will appeal more to them § They will effectually be able to envision the goal and in future will be more receptive towards envisioning a goal § It will also facilitate communication between the leader and team members which will eradicate any sort of miscommunication |
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Strategy |
Actions |
Support/resources |
|
Experience |
Writing a vision statement in collaboration with the team members |
Articles and journals |
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Example |
I can learn from the WHO’s five moments of hand hygiene and communicate its significance while researching the constraints in hygiene compliance in ICU. |
|
|
Education |
Article published by authors Woodard, Leekha, Jackson & Thom (2019) will be used |
Articles and journals |
Action Plan 2
|
Kouzes & Posner Practice: |
Challenge the process |
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Kouzes & Posner Behaviour: |
Challenging the individual to try new approaches |
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SMART Goal: |
I will safeguard to set a small goal so that the achievability of the goal is maintained. The team members will be asked to identify different approaches apart from the medications that can be used to manage the deteriorating conditions of the patient with a life-limiting illness. This will be specific as it will particularly relate with the patients having a life-limiting illness. It will be measurable as it will be assessed in the discussion every two days in a week. The team members will be motivated to think in the psychological perspective which indicates the achievability on grounds of innovativeness and a new approach. It will be timely as it will be completed within the tenure of four weeks. |
|
Rationale for SMART Goal: |
§ Think-Aloud Pair Problem Solving (TAPPS) will be employed as a ground of weekly discussions § Maintenance and enhancement of quality of life of the patients will be stressed by incorporating the psychological factors § Fostering teamwork among the team members so that collaboratively new approaches can be built |
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Strategy |
Actions |
Support/resources |
|
Experience |
Robust planning and creating a schedule of the defined goal |
Journals and articles |
|
Example |
Challenging goals sharpen the thinking and foster employment of new approaches, this will be done by laying prominence on the satisfaction of the patients rather than merely stressing on the completion of the goal |
Literary data |
|
Education |
Article of the authors Leung, Kaplan & Bourgeois (2018) will be used and the knowledge of peers will be used on the role of psychological factors such as cultural beliefs, social disruption, loneliness etc. |
Journals and articles |
References for the Reflection
Alilyyani, B., Wong, C. A., & Cummings, G. (2018). Antecedents, mediators, and outcomes of authentic leadership in healthcare: A systematic review. International journal of nursing studies, 83, 34-64.
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. Hoboken: John Wiley & Sons.
Dawson, K., Deckard, C., Cawthon, S., & Loblein, H. (2018). Reflection on action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers. Youth Theatre Journal, 32(1), 75-91.
Gibson, D. M., Dollarhide, C. T., Conley, A. H., & Lowe, C. (2018). The construction and validation of the school counseling transformational leadership inventory. Journal of Counselor Leadership and Advocacy, 5(1), 1-12.
Kouzes, J. M., & Posner, B. Z. (2017). LPI: Leadership practice inventory self. San Francisico: Hoboken: John Wiley & Sons.
Leung, M. W., Kaplan, L. E., & Bourgeois, J. A. (2018). Palliative care for geriatric psychiatric patients with life-limiting illness. In Geriatric Psychiatry (pp. 671-690). Springer, Cham.
Woodard, J. A., Leekha, S., Jackson, S. S., & Thom, K. A. (2019). Beyond entry and exit: hand hygiene at the bedside. American journal of infection control, 47(5), 487-491.
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