Saboteurs Assessment: Barrett Personal Values Assessment Survey and Personal Values Assessment
Overview of Tasks for the Written Assignment:
Part A: This work is made as a separate appendix file. (only step 1, 2, 3 required), also will be used for below part 1, 2 ,3 assignment (word count doesn’t matter)
Detailed Instructions
Step 1 Do the Barrett Personal Values Assessment Survey
http://www.valuescentre.com/our-products/products-individuals/personal-values-assessment-pva
Step 2:
Exercise 1 (p. 6 of your Personal Values Assessment)
| Values: My top 3 values | Why is this value important? | Recall a moment you lived this value | How would you feel if others did not honour this value? |
| 1. | |||
| 2. | |||
| 3. |
Step 3:
Exercise 2 (p. 7 of your Personal Values Assessment)
| Values: Three values you would like to develop | Current behaviours to support this intention | What could you stop doing to support this value? | What could you start doing to help you demonstrate this value more fully? |
| 1. | |||
| 2. | |||
| 3. |
Step 4 and 5 Will be used for below part 1,2,3 Assignment
Step 4: Do the Saboteurs Assessment
https://www.positiveintelligence.com/assessments/
Review your “saboteurs” and choose the one that is the strongest to work on during the assignment.
Step 5: Reflection (from http://library.nshealth.ca/LeadershipDevelopment)
Self-reflection is a tool most successful leaders and professionals use to help focus on priorities and to hone their understanding of self, others, ad situations. Daily reflective practice increases self-awareness. Find a quiet place and time to reflect on the events of the day. Focus on the personal values you established in exercise 1 and 2 and following the saboteur assessment. Trigger questions can include:
- What went well today? What did I do that contributed to a positive outcome?
- What did not go well today? Could I have done something differently to change the outcome?
- What did I learn today? What will I change based on what I learned today?
Written Assignment (2000 words)
Introduction (200 words)
Part 1 (500 words): Analyse impact of Values and Saboteurs on Module 1 topics of Leadership and Management
Part 2 (500 words): Analyse impact of Values and Saboteurs on Module 2 topics of Health Organizations and Delivery of Care
Part 3 (500 words): Analyse impact of Values and Saboteurs on Professional Communication, Team Building and Managing Quality and Risk.
Summary and conclusion (300 words)
Part 1: Module 1: Leadership and management
See this source
As you progress through the readings and learning activities for this module, reflect on the values and the chief saboteur that you have identified.
Choose one concept/theory of leadership or management that resonates with you, and explore this topic using the following guidelines:
- Explain why you have chosen the topic, using the lens of one developed value, one developing value, and your primary saboteur.
- Discuss the topic using at least five course reference sources other than the textbook, and two reference sources from outside the course materials. You should demonstrate an ability to integrate sources into your discussion to demonstrate critical thinking. You should demonstrate evidence of wide reading.
- In the context of your reflections, how does this topic contribute to what you are trying to change, or to your learning? How is this topic viewed in the literature? Is there evidence of widespread use or has uptake been poor?
Part 2: Module 2: Health organizations and the delivery of care
As you progress through the readings and learning activities for this module, reflect on the values and the chief saboteur that you have identified.
Choose one topic on health organizations or the delivery of care that resonates with you and explore this topic using the following guidelines:
- Explain why you have chosen the model of care using the lens of one developed value (different from Part 1), one developing value (different from Part 1), and your primary saboteur.
- Discuss the topic using at least five course reference sources other than the textbook, and two reference sources from outside the course materials. You should integrate sources into your discussion to demonstrate critical thinking and wide reading.
- In the context of your reflections, how does this topic contribute to what you are trying to change, or to your learning?
Part 3: Module 3: Professional communication, team building, and managing quality and risk
As you progress through the readings and learning activities for this module, reflect on the values and the chief saboteur that you have identified.
Choose one topic on either professional communication, team building, or managing quality and risk that resonates with you and explore this topic using the following guidelines:
- Explain why you have chosen the topic using the lens of one developed value (different from Part 1and 2), one developing value (different from Part 1 and 2), and your primary saboteur.
- Discuss the topic using at least five course reference sources other than the textbook, and two reference sources from outside the course materials. You should integrate sources into your discussion to demonstrate critical thinking and evidence of wide reading.
- In the context of your reflections, how does this topic contribute to what are you trying to change or your learning?
Finish with…
Write the introduction, summary and conclusion, reference list and carefully proof read your paper for format, spelling and correct citations.
Partial Exemplar of the Assignment
(Please note, this is ONLY Part 1 of the assignment and is provided as one example of the kind of work that can be done. It is fine to write in first person: In this paper I will discuss… Because ‘congruent leadership’ was used in the exemplar, ‘congruent leadership’ cannot be used as the primary concept/theory for Part 1 of your paper).
Assignment #1
Introduction
Part 1
I have chosen the topic of ‘congruent leadership’ for the first part of my written assignment, as it is a value-driven leadership theory with an emphasis on knowledge translation to practice championed by the author of the required textbook in this course (Stanley, 2011). I believe that it is consistent with the notion of ‘modeling the way’ that Kouzes and Posner (1995; 2011) proposed as the first step in their leadership model that I am much more familiar with and that I find useful in my practice and teaching.
Model the Way: Leaders clarify values by finding their voice and affirming shared values, and they set the example by aligning their actions with the shared values (Kouzes & Posner, 2011, p. 2).
It is also consistent with the values exercise that I did at the beginning of the semester. For this section of the paper, I have chosen to focus on the developed value of ‘continuous learning’, as I am not familiar with this theory of leadership; the developing value of ‘forgiveness’, a value that can be modelled through action; and the saboteur of trying not to be ‘hyper-rational’ and instead connecting and being available and approachable to others. I have been pretty diligent in practicing my daily reflections and it will be good to add a review of the literature on this topic to my self-reflections to aid in the development of self-awareness about my leadership skills (Castelli, 2016).
Stanley (2006) states that he developed the theory of congruent leadership in an iterative deductive/inductive approach from a research practice project he conducted examining power and the quality of clinical work processes based on a gap he identified between business theories of leadership and excellence in clinical leadership. He noted that clinical leadership was not seen by other nurses to be visionary, transformative, or creative, but was very grounded and had at its heart the valuing of and practice of excellent patient care. Stanley (2011) notes that congruent leaderships is “about where the leader stands, not where they are going…[and they are] more concerned with empowering others, than with power or their own prestige” (p. 56), which is consistent with my own approach to leadership. Stanley also notes that congruent leaders are unlikely to be in managerial, hierarchical positions but are more likely to lead from the bedside. Congruent leaders attract followers who share their values and passion for excellence in patient care and improvement of quality processes and patient outcomes. Stanley chose the word congruence carefully to reflect the requisite relationship between values and beliefs and actions and behaviours. Importantly, Stanley notes that anyone can be a congruent leader. It is not a matter of position, rank, or even expertise. Clinical leadership, according to Stanley, requires “clinical competence”, “clinical knowledge”, effective communication”, “decision-making”, “empowerment and motivation”, “openness and approachability”, “role-modelling” and “visibility” (pp.102-105). It is the behaviours that create openness and approachability that I think are most relevant for taming my hyper-rational saboteur.
Unfortunately, when I did a CINAHL search of the literature on congruent leadership theory, there does not seem to have been much uptake of Stanley’s work. Of the 13 papers that the search for ‘congruent leadership in nursing’ produced, only five were actually on congruent leadership theory and four had ben authored or co-authored by Stanley. The fifth discussed the limitations of the theory and proposed an alternative (Mannix, Wilkes, & Daly, 2015). So while congruent leadership in clinical nursing has some shared aspects with Bleich and Kist’s (2015) work on clinical leadership and collaborative power relationships, his theory is not well enough developed to have garnered widespread use. Additionally, from my perspective as primarily a nursing educator rather than a bedside nurse, the theory is too narrow to encompass nursing education as well as practice, but it was good to review a very grassroots theory of leadership in clinical practice.
And conclusion
References
Bleich, M., & Kist, S. (2015). Leading, managing, and following. in P Yoder-Wise (Ed.) Leading, and managing in nursing (6th ed). St, Louis, PA: Mosby.
Castelli, P. (2016). Reflective leadership review: a framework for improving organizational performance. Journal of Management Development, 35(2) 217-236. Gaudine, A., & Lamb, M. (2015). Nursing leadership and management. Toronto, ON: Pearson.
Kouzes, J., & Posner, B. (1995). The leadership challenge: how to keep getting extraordinary things done in organizations. San Francisco, CA: Jossey-Bass.
Kouzes, J., & Posner, B. (2011). The five practices of exemplary leadership (2nd ed.). San Francisco, CA: Jossey-Bass.
Mannix, J., Wilkes, L., Daly, J. (2015). Aesthetic leadership: Its place n the clinical nursing world. Issues in Mental Health Nursing, 36 (5), 357-361.
Stanley, D. (2005). In command of care: Toward a theory of congruent leadership. Journal of Research in Nursing, 11(2), 132-144.
Stanley, D. (2011). Clinical leadership: Innovation in action. South Yarra, AU: Palgrave MacMillan.
Wong, c., & Cummings, G. (2009). Authentic leaderships: a new theory for nursing or back to basics. Journal of Health Organization and Management, 23 (5), 522-538.
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