27 Dec 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 leaders
PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:
1). ZERO (0) PLAGIARISM
2). ATLEAST 5 REFERENCES, NO MORE THAN 5 YEARS
3). PLEASE SEE THE FOLLOWING ATTACHED RUBRIC DETAILS and the StrengthsFinder assessment Report
Thank you.
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.
To Prepare:
Complete the StrengthsFinder assessment instrument, per the instructions found in this Module's Learning Resources.
Please Note: This Assessment will take roughly 30 minutes to complete.
- Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.
- Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.
NOTE: Please keep your report. You will need your results for future courses.
- Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
- Download your Signature Theme Report to submit for this Discussion.
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. Note: Be sure to attach your Signature Theme Report to your Discussion post.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6053_Module03_Week05_Discussion_Rubric
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting | Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
| Main Post: Timeliness | Points: Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Does not post by day 3. Feedback: |
| First Response | Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
| Second Response | Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
Points: Points Range: 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. Feedback: |
| Participation | Points: Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Feedback: | Points: Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback: |
Show Descriptions Show Feedback
Main Posting–
Levels of Achievement: Excellent 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. Good 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. Fair 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. Poor 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. Feedback:
Main Post: Timeliness–
Levels of Achievement: Excellent 10 (10%) – 10 (10%) Posts main post by day 3. Good 0 (0%) – 0 (0%) Fair 0 (0%) – 0 (0%) Poor 0 (0%) – 0 (0%) Does not post by day 3. Feedback:
First Response–
Levels of Achievement: Excellent 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. Good 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. Fair 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. Poor 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. Feedback:
Second Response–
Levels of Achievement: Excellent 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. Good 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. Fair 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. Poor 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. Feedback:
Participation–
Levels of Achievement: Excellent 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Good 0 (0%) – 0 (0%) Fair 0 (0%) – 0 (0%) Poor 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback:
| Total Points: 100 |
|---|
Name: NURS_6053_Module03_Week05_Discussion_Rubric
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21
CliftonStrengths® Resource Guide
R Relationship
BuildingT I E
Harmony® THEME DESCRIPTION
You look for areas of agreement. In your view, there is little to be gained from conflict and friction, so you seek to hold these to a minimum. When you know that the people around you hold differing views, you try to find the common ground. You try to steer them away from confrontation and toward harmony. In fact, harmony is one of your guiding values. You can’t quite believe how much time is wasted by people trying to impose their views on others. Wouldn’t we all be more productive if we kept our opinions in check and instead looked for consensus and support? You believe we would, and you live by that belief. When others are sounding off about their goals, their claims and their fervently held opinions, you hold your peace. When others strike out in a direction, you will, in the service of harmony, willingly modify your own objectives to merge with theirs (as long as their basic values do not clash with yours). When others start to argue about their pet theory or concept, you steer clear of the debate, preferring to talk about practical, down-to-earth matters on which you can all agree. In your view, we are all in the same boat, and we need this boat to get where we are going. It is a good boat. There is no need to rock it just to show that you can.
POWER AND EDGE
The particular brilliance of the Harmony theme is its natural practicality and preference for emotional balance. By reducing friction, people especially talented in the Harmony theme can enhance collaboration. They avert many contentious interactions before they start and quickly help others find a resolution.
HARMONY IN ACTION
Words that might describe a person with dominant Harmony talents:
practical concrete conflict-reducing collaborative agreeable task-oriented
ACTION ITEMS
F When working with others, stress the value of reaching consensus.
F In discussions, look for the practical side of things. Help others see this practical side. It is the starting point of agreement.
F Build a network of people with differing perspectives on whom you can rely when you need expertise. Your openness to other viewpoints will help you learn.
F Accept the responsibilities of being a good team member. Your willingness to adjust and your tolerance for differing views can become significant strengths.
F When people argue, ask others in the group to share their thoughts. By increasing the number of voices in the conversation, you are more likely to find areas where all parties can agree. You can draw people together.
F Polish your talents by taking a conflict-resolution course in an area such as nonverbal communication. The skills and knowledge you gain will combine with your talents to give you strength in handling conflicts.
F Partner with someone with a strong Command or Activator theme. This person can help you confront the conflict head-on when all of your best efforts to resolve it have met with no success.
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25
CliftonStrengths® Resource Guide
T Strategic ThinkingR
I E
Input® THEME DESCRIPTION
You are inquisitive. You collect things. You might collect information — words, facts, books and quotations — or you might collect tangible objects such as butterflies, baseball cards, porcelain dolls or sepia photographs. Whatever you collect, you collect it because it interests you. And yours is the kind of mind that finds so many things interesting. The world is exciting precisely because of its infinite variety and complexity. If you read a great deal, it is not necessarily to refine your theories, but rather to add more information to your archives. If you like to travel, it is because each new location offers novel artifacts and facts. These can be acquired and then stored away. Why are they worth storing? At the time of storing, it is often hard to say exactly when or why you might need them, but who knows when they might become useful? With all those possible uses in mind, you really don’t feel comfortable throwing anything away. So you keep acquiring and compiling and filing stuff away. It’s interesting. It keeps your mind fresh. And perhaps one day, some of it will prove valuable.
POWER AND EDGE
People with strong Input talents bring tools that can facilitate growth and performance. They love to provide relevant and tangible help to others. Their resourcefulness and curiosity lead them to store knowledge that can be culled and shared.
INPUT IN ACTION
Words that might describe a person with dominant Input talents:
resourceful collecting inquisitive utility-aware generous well-read knowledgeable investigative
ACTION ITEMS
F Identify your areas of specialization and actively seek more information about them.
F Make time to read books and articles that stimulate you. Schedule a regular time to do this.
F Deliberately increase your vocabulary. Intentionally collect new words and learn their meanings.
F You likely enjoy reading the dictionary and the encyclopedia. This might seem strange to some people, but for someone like you, it is a good way to strengthen your self-concept.
F Devise a system to store and easily locate information. This can be as simple as a file for all of the articles you have clipped or as sophisticated as a computer database.
F Identify situations in which you can share the information you have collected with other people.
F Accept that you will never feel that you know enough.
F Partner with someone with a strong Focus or Discipline theme. This person will help you stay on track when your inquisitiveness leads you down intriguing but distracting avenues.
F Seek out subject matter experts who would be interested in knowing what you are learning and would find it stimulating to hear about the questions and ideas you are generating through your exploration.
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26
CliftonStrengths® Resource Guide
T Strategic ThinkingR
I E
Intellection® THEME DESCRIPTION
You like to think. You like mental activity. You like exercising the “muscles” of your brain, stretching them in multiple directions. This need for mental activity may be focused; for example, you may be trying to solve a problem or develop an idea or understand another person’s feelings. The exact focus will depend on your other strengths. On the other hand, this mental activity may very well lack focus. The theme of Intellection does not dictate what you are thinking about; it simply describes that you like to think. You are the kind of person who enjoys your time alone because it is your time for musing and reflection. You are introspective. In a sense, you are your own best companion, as you pose yourself questions and try out answers on yourself to see how they sound. This introspection may lead you to a slight sense of discontent as you compare what you are actually doing with all the thoughts and ideas that your mind conceives. Or this introspection may tend toward more pragmatic matters such as the events of the day or a conversation that you plan to have later. Wherever it leads you, this mental hum is one of the constants of your life.
POWER AND EDGE
The particular genius of people with especially strong Intellection talents stems from the processing that occurs when they think. When they have time to ponder and process, wisdom and clarity result. They can serve as a sounding board that helps others stretch to discover new ways to solve problems or enhance the quality of their work.
INTELLECTION IN ACTION
Words that might describe a person with dominant Intellection talents:
introspective solitary intellectual philosophical in-depth reflective discontent thinking intense musing driven
ACTION ITEMS
F Set aside a few minutes every day just to collect your thoughts. Your thinking will be sharper and more effective.
F Always take the time to consider big projects before the action begins. Your timely insights will allow the project to move forward intelligently and without backtracking.
F Identify peers with whom you can have intellectual conversations on a frequent basis. The enjoyable exchange will stimulate your thinking and that of others.
F List your ideas in a log or a diary. These ideas will serve as grist for your mental mill, and might yield valuable insights.
F Take time to write. Writing might be the best way to crystallize and integrate your thoughts.
F Explain to others why you need time for introspection. Although it might seem to others that you are slow to act, introspection allows you to refine your ideas; thus, for you, it is productive behavior.
F Deliberately build relationships with people you consider to be “big thinkers.” Their example will inspire you to focus your own thinking.
F Allow others time to think through your new idea after you have presented it for the first time. Realize that they might not immediately understand this new idea because they have not spent as much time as you have pondering it.
F Try to meet people who share the same interests as you, and create intellectual conversations with them.
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32
CliftonStrengths® Resource Guide
E ExecutingT
R I
Restorative™ THEME DESCRIPTION
You love to solve problems. Whereas some are dismayed when they encounter yet another breakdown, you can be energized by it. You enjoy the challenge of analyzing the symptoms, identifying what is wrong and finding the solution. You may prefer practical problems or conceptual ones or personal ones. You may seek out specific kinds of problems that you have met many times before and that you are confident you can fix. Or you may feel the greatest push when faced with complex and unfamiliar problems. Your exact preferences are determined by your other themes and experiences. But what is certain is that you enjoy bringing things back to life. It is a wonderful feeling to identify the undermining factor(s), eradicate them and restore something to its true glory. Intuitively, you know that without your intervention, this thing — this machine, this technique, this person, this company — might have ceased to function. You fixed it, resuscitated it, rekindled its vitality. Phrasing it the way you might, you saved it.
POWER AND EDGE
Those with strong Restorative talents bring a solution-oriented mindset to daily problems. They readily take on projects that others believe “can’t be saved.” They can analyze a situation, identify potential shortcomings and make the necessary adjustments.
RESTORATIVE IN ACTION
Words that might describe a person with dominant Restorative talents:
problem-oriented driven investigative weakness-oriented responsive unintimidated insightful
ACTION ITEMS
F Seek tasks or roles in which you are paid to solve problems. You might particularly enjoy roles in medicine, consulting, computer programming or customer service, in which your success depends on your ability to restore and resolve.
F Look for turnaround situations that others avoid. You will enjoy the challenge, and you will further your “can do” abilities and reputation.
F You might be attracted to difficult problems, but also look for easy- to-solve problems that offer big results.
F Let everyone know that you enjoy fixing problems. It comes naturally to you, although many people shy away from problems. You can help.
F Think through the ways you can improve your skills and knowledge. Identify the courses you can take to plug any gaps.
F Give yourself a break. Your strong Restorative theme might lead you to be overly self-critical. Try to redirect this theme either toward things about yourself that can be fixed, such as knowledge or skills (but not talent), or toward external, tangible problems. You may be your toughest critic. Develop your talent for truth-telling about yourself to include the honest truth about your valuable talents.
F Allow other people to solve their own problems. You might want to rush in and solve things for them, but in so doing you might hinder their learning. Watch out for this, particularly if you are in a manager, coach, teacher or parent role.
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27
CliftonStrengths® Resource Guide
T Strategic ThinkingR
I E
Learner® THEME DESCRIPTION
You love to learn. The subject matter that interests you most will be determined by your other themes and experiences, but whatever the subject, you will always be drawn to the process of learning. The process, more than the content or the result, is especially exciting for you. You are energized by the steady and deliberate journey from ignorance to competence. The thrill of the first few facts, the early efforts to recite or practice what you have learned, the growing confidence of a skill mastered — this is the process that entices you. Your excitement leads you to engage in adult learning experiences — yoga or piano lessons or graduate classes. It enables you to thrive in dynamic work environments where you are asked to take on short project assignments and are expected to learn a lot about the new subject matter in a short period of time and then move on to the next one. This Learner theme does not necessarily mean that you seek to become the subject matter expert or that you are striving for the respect that accompanies a professional or academic credential. The outcome of the learning is less significant than the “getting there.”
POWER AND EDGE
People with strong Learner talents not only love to learn, but also intuitively know how they learn best. They can learn quickly, and when focused, they can keep a group, team and organization on the cutting edge.
LEARNER IN ACTION
Words that might describe a person with dominant Learner talents:
curious interested inquisitive open-minded studious passionate competent
ACTION ITEMS
F Refine how you learn. If you learn best by teaching, seek out opportunities to instruct others. If you learn best through reflection, carve out this quiet time.
F Designate yourself as an ear
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