Judys Leadership Development Plan
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Judys Leadership Development Plan
Use assessment tools to develop leaders in the workplace
You are a manager at Tuffin Valley Hospital, and you oversee a team of eight employees. Two of your eight employees, Judy Samtor and Alex Bradley, have each come to you and discussed their interest in obtaining management positions at the hospital. They have specifically asked for your assistance in helping them develop their leadership skills to prepare for this opportunity. You believe both individuals are very talented, but you want to help Judy and Alex determine both their current strengths in leadership, as well as areas in which they need to improve. In addition, based on their skills inventory, you will provide Judy and Alex each with recommendations of development opportunities to improve their leadership as well as strengthen their current skills.
To assist in determining Judys and Alexs strengths and areas of improvement in leadership, you have asked each of the employees to complete an assessment tool. Judy completed the Myers-Briggs Type Indicators (MBTI) Step II assessment, and Alex completed the DiSC assessment, and they have each provided you with their results. While Judy and Alex received their personality type and style, they do not know how their results impact their healthcare leadership.
You will interpret Judys and Alexs assessment results, and create a leadership development plan for each of the employees. As you create these leadership development plans, you will refer back to the manager job goals for the positions that Judy and Alex are hoping to obtain. You want to ensure that Judy and Alex will be prepared for the positions they hope to achieve as well as become assets to their teams and the overall organization.
You are preparing leadership development plans for Judy and Alex, two of your employees that are aspiring to achieve management positions. The goal of these plans is to help your employees develop their leadership skills and prepare them to successfully lead their teams as well as further the overall mission of Tuffin Valley Hospital of providing quality patient care. To assist you in developing these plans, you have asked Judy and Alex to each complete an assessment. You received their assessment results and will interpret these results to determine the employees strengths as leaders, as well as areas to improve their leadership. In addition, you will recommend development opportunities for each of the employees, to develop their leadership.
Specifically, you must address the following:
Judys Leadership Development Plan: Judy completed the MBTI Step II assessment and provided you with her MBTI type. Judy is an INFJ. In her development plan, you will now explain to Judy what information her personality type provides about her strengths as a leader, as well as areas for improvement in her leadership. In addition, you will recommend development opportunities to Judy, to develop her leadership at Tuffin Valley Hospital.
Explain to Judy which personality preferences of her MBTI type, INFJ, can be used as strengths in her ability to lead a team at Tuffin Valley Hospital, as well as areas in which Judy can improve her leadership. Consider the following:
How can Judys personality preferences be used as strengths in her leadership of a team at Tuffin Valley Hospital? Consider both specific leadership qualities, as well as healthcare leadership competencies.
How might Judys personality preferences present challenges for her in her leadership of a team at Tuffin Valley Hospital? Consider both specific leadership qualities as well as healthcare leadership competencies.
What are Judys strengths and challenges in change management and conflict management, based on her MBTI type?
Which leadership style will be the most natural for Judy, and which will be the most challenging?
Recommend specific development opportunities that Judy should pursue to strengthen her current skills, improve areas in which she is weak, and continuously stay informed of healthcare-specific knowledge.
Alexs Leadership Development Plan: Alex completed the DiSC assessment and provided you with his DiSC style. Alex is a D. In his development plan, you will now explain to Alex what his style of a D tells him about his strengths as a leader, as well as areas for improvement in his leadership. In addition, you will recommend development opportunities to Alex, to develop his leadership at Tuffin Valley Hospital.
Explain to Alex how the attributes of his DiSC style, D, can be used as strengths in his ability to lead a team at Tuffin Valley Hospital, as well as areas in which Alex can improve his leadership. Consider the following:
What are some of Alexs priorities, motivators, and stressors that will enhance his abilities as a leader? Which will be challenges for Alex as a leader?
Which DiSC styles will Alex interact with more naturally, and which DiSC styles will Alex have a harder time interacting with? Why?
Which leadership qualities are strengths of Alexs, and which are areas of improvement? How might these leadership qualities impact Alexs strengths and areas of improvement in healthcare leadership competencies?
Which leadership style will be most natural for Alex, and which style will be the most challenging?
Recommend specific development opportunities that Alex should pursue to strengthen his current skills, improve areas in which he is weak, and continuously stay informed of healthcare-specific knowledge.
Leadership Development Plans
interpret behavioral and personality assessments to determine strengths and areas of improvement for a leader, as well as recommend development opportunities. Your plans must be a total of 750-1,250 worlds in length and cite any references using the appropriate formatting guidelines
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Judys Leadership Development Plan
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