Capella Health Care Leadership Self Assessment Paper

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STAR Format Competency Rating Table Instructions: 1. In the NCHL Competency and Rating column: As a baseline, rate the level at which you demonstrated the NCHL competency at the start of your MHA program on a scale of 1 (novice) to 9 (expert). Then, rate the level at which you currently demonstrate that competency, again on a scale of 1 to 9. 2. Situation, Task, Action, and Result columns: Describe the situation in which you demonstrated the competency, describe the task you completed, briefly convey the action you took, and state the result of that action. 3. Outcome Rating column: Rate the outcome of the example you provided on a scale of 1 (least desirable) to 5 (most desirable.) 4. As the final item, after completing your competency ratings in the table below, analyze your competencies and provide a short narrative of any new insights, as well as a recommendation for future development. NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Accountability: Confront performance problems. Baseline = Current = Achievement Orientation: Set and work to meet challenging goals. Baseline = Current = 1 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Change Leadership: Challenge status quo. Baseline = Current = Collaboration: Encourage others. Baseline = Current = Financial Skills: Evaluate financial analyses and investments. Baseline = Current = Impact and Influence: Use indirect influence. Baseline = Current = Information Seeking: Conduct research to maintain knowledge. Baseline = Current = 2 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Initiative: Take action on long-term opportunities. Baseline = Current = Innovative Thinking: Apply “tried and true” concepts or trends. Baseline = Current = Interpersonal Understanding: Commit to understand others. Baseline = Current = Organizational Awareness: Adapt actions to climate and culture. Baseline = Current = 3 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Performance Measurement: Monitor a “scorecard” of quantitative and qualitative measures. Baseline = Current = Process Management & Organizational Design: Benchmark best processes and practices. Baseline = Current = Project Management: Provide project oversight and sponsorship. Baseline = Current = Self-Confidence: Take on challenges. Baseline = Current = 4 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) SelfDevelopment: Pursue long-term personal development. Baseline = Current = Strategic Orientation: Conduct environmental scanning. Baseline = Current = Team Leadership: Demonstrate leadership. Baseline = Current = Communication Skills: Communicate in a clear, logical, and grammatical manner. Baseline = Current = Competency Analysis 5 [Write your analysis here. Your analysis should be a short list of competency strengths and areas for improvement. Select two areas for improvement that you believe will be relevant to your future career, and construct measurable action steps for future development. Example of a measurable action step: Study for and take the ACHE certification exam by March of 2022.] 6 STAR Format Competency Rating Table Instructions: 1. In the NCHL Competency and Rating column: As a baseline, rate the level at which you demonstrated the NCHL competency at the start of your MHA program on a scale of 1 (novice) to 9 (expert). Then, rate the level at which you currently demonstrate that competency, again on a scale of 1 to 9. 2. Situation, Task, Action, and Result columns: Describe the situation in which you demonstrated the competency, describe the task you completed, briefly convey the action you took, and state the result of that action. 3. Outcome Rating column: Rate the outcome of the example you provided on a scale of 1 (least desirable) to 5 (most desirable.) 4. As the final item, after completing your competency ratings in the table below, analyze your competencies and provide a short narrative of any new insights, as well as a recommendation for future development. NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Accountability: Confront performance problems. Baseline = Current = Achievement Orientation: Set and work to meet challenging goals. Baseline = Current = 1 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Change Leadership: Challenge status quo. Baseline = Current = Collaboration: Encourage others. Baseline = Current = Financial Skills: Evaluate financial analyses and investments. Baseline = Current = Impact and Influence: Use indirect influence. Baseline = Current = Information Seeking: Conduct research to maintain knowledge. Baseline = Current = 2 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Initiative: Take action on long-term opportunities. Baseline = Current = Innovative Thinking: Apply “tried and true” concepts or trends. Baseline = Current = Interpersonal Understanding: Commit to understand others. Baseline = Current = Organizational Awareness: Adapt actions to climate and culture. Baseline = Current = 3 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) Performance Measurement: Monitor a “scorecard” of quantitative and qualitative measures. Baseline = Current = Process Management & Organizational Design: Benchmark best processes and practices. Baseline = Current = Project Management: Provide project oversight and sponsorship. Baseline = Current = Self-Confidence: Take on challenges. Baseline = Current = 4 NCHL Competency and Rating (1-9) Situation Task Action Result Outcome Rating (1–5) SelfDevelopment: Pursue long-term personal development. Baseline = Current = Strategic Orientation: Conduct environmental scanning. Baseline = Current = Team Leadership: Demonstrate leadership. Baseline = Current = Communication Skills: Communicate in a clear, logical, and grammatical manner. Baseline = Current = Competency Analysis 5 [Write your analysis here. Your analysis should be a short list of competency strengths and areas for improvement. Select two areas for improvement that you believe will be relevant to your future career, and construct measurable action steps for future development. Example of a measurable action step: Study for and take the ACHE certification exam by March of 2022.] 6 National Center for Healthcare Leadership Health Leadership Competency Model SUMMARY The NCHL Health Leadership Competency Model was created through research by the Hay Group with practicing health leaders and managers across the administrative, nursing and medical professions, and early, mid, and advanced career stages. In addition, the Competency Model incorporates benchmark data from other health sectors and insurance companies, and composite leadership competencies from a group of global corporations. Although health delivery underscores the study, the benchmarks incorporated into the development of the Competency Model give it validity for health in its widest sense. This summary version of the model provides background on the behavioral and technical competencies identified by the research. The full model contains levels for each competency that distinguish outstanding leadership at each career stage (entry, mid and advanced) and by the disciplines of administration, nursing, and medicine. Purpose of the Health Leadership Competency Model NCHL’s goal is to improve the health status of the entire country through effective health leadership by: ƒ ƒ ƒ ƒ Establishing core competencies for health leaders at all levels of the career cycle Strengthening the practice of health leaders with academic research Defining continuous learning opportunities for health leaders Increasing the diversity of health leaders Consistent with this goal, leadership competencies are defined as the technical and behavioral characteristics that leaders must possess to be successful in positions of leadership across the health professions – administrative, medical and nursing. The Competency Model serves as the basis for focusing training and development initiatives for health leadership from graduate education through the course of their careers. The Competency Model provides a template for selecting and developing leaders who can meet the challenges of 21st century health. Third, the Model provides a guide for reorienting human resource development to stimulate the capabilities that make the most difference to performance. Fourth, it supports health management programs in higher education sharpen their curriculum in ways that will prepare graduates to become industry leaders. How the Competency Model Supports 21st Century Health The Committee on the Quality of Health in America in the Institute of Medicine (IOM) the Committee produced two reports. To Err is Human: Building a Safer Health Care System (1999), addressed the quality of patient‐specific care provided in the U.S. and the gulf between ideal care and the reality experienced by many Americans. The second, Crossing the Quality Chasm: A New Health Care System for the 21st Century (2001), was a “call for action to improve the American health delivery system as a whole, in all its quality dimensions.” The report set forth “six aims for improvement, healthcare that is safe, effective, patient‐centered, timely, efficient, and equitable. NCHL selected for interviews leaders who have demonstrated their commitment to those goals. To ensure that the vision of health’s future was state‐of‐the‐art, seven of the industry’s top futurists and thinkers were also interviewed: 1 NCHL Health Leadership Competency Model‐Summary Clement Bezold, PhD, President – Institute for Alternative Futures L. Robert Burns, PhD, Professor and Director – Wharton Center for Health Management and Economics, The Wharton School at the University of Pennsylvania Christine Cassell, MD, Chairman – American Board of Internal Medicine Jeff Goldsmith, PhD, President – Health Futures, Inc. Ian Morrison, PhD, Senior Fellow – Institute for the Future Jonathan Peck, PhD, Vice President – Institute for Alternative Futures Michael Sachs, PhD, Chairman and Founder – Sg2 The futurists identified several emerging trends about the state of health in the 21st century: ƒ ƒ ƒ ƒ ƒ ƒ US will become part of a global system focusing on wellness and preventive care worldwide. Patients will receive care from “virtual” centers of excellence around the world. Deeper understanding of the human genome will create exciting new forms of drugs that will prevent disease from developing. Treatment will evolve from disease management to prevention or minimalization. As the “baby boomers” become senior citizens around 2020, the issue of rising costs, resource allocation, and priorities will be exacerbated. Fueled by access to information through the World Wide Web, people will take more self‐ management of their personal health decisions and demand that the system treat them as customers rather than users. Most Americans will receive care from specialized centers for chronic diseases (cancer, women’s health, heart, etc.). Standard diagnostic health will largely be electronic, with people conducting their own “doctor visits” from home through miniature data collection and monitoring devices. Collectively, these thoughts describe a health environment that today can only be imagined rather than defined. They reaffirm that the IOM goals are a necessary step toward the future, but they show that the competencies as they are defined in this Model require continuous reevaluation and sharpening as the future comes into clearer focus. Why a Health‐specific Leadership Model is Needed Throughout the research for the competency Model many interviewees and other opinion leaders questioned whether a health‐specific leadership Model was necessary. They cited the widespread availability of Models used throughout the health and non‐health sectors, and some suggested that the industry would be well served to think about leadership from a non‐health perspective. Hay, too, asked this question. At the end of the research, the conclusion was that a health leadership Model adds significant value. While the outstanding health leaders have a lot in common with and demonstrate the behaviors of the best leaders of the top performing organizations worldwide, they do so in an industry and environment that calls for additional competence: ƒ ƒ The “end consumer” for health is ultimately all people, everywhere. Although the trend may be toward specialty delivery organizations, the range of humanity is still the “customer” Health is a mission and values driven industry. We found that the top performing organizations —be it a hospital, a pharmaceutical company, a biotech start‐up, an insurance company—have Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL. 2 NCHL Health Leadership Competency Model‐Summary ƒ ƒ at the core of their strategies sustaining health, wellness, a quality of life, and ensuring that effective treatment is available and provided when people need it The health system is extraordinarily complex and more than other sectors requires building consensus among independent constituencies, many of whom have broad social and political recognition. Leaders who have an impact must exercise influence, consensus and coalition‐ building competencies at higher levels than their counterparts in other sectors Health leaders are especially challenged to create work climates that motivate high‐quality, patient‐centered care and retain high‐demand talent in a very competitive marketplace The NCHL Health Leadership Competency Model reflects benchmarking against the best leadership models outside of health, as well as the unique health environment. It promotes the standards of leadership excellence, and necessary to achieve organizational performance excellence envisioned by the Institute of Medicine. Continued Research and Validation Given the intrinsic iterative nature of competency modeling, the NCHL Competency Model will continue to be refined and validated as it is applied throughout the field, including its dissemination and deployment in graduate education, professional development, and organizational transformation initiatives. On going feedback regarding its validity and relevance will be solicited from the users, researchers, and expert panels. NCHL’s national healthcare leadership database will be used to assess the relevance of the Model to evolving health care leadership needs, understand the interrelatedness of competencies, and measure relationships to both individual and organizational performance. The latest review and refinement of NCHL’s Competency Model was completed in December 2005, resulting in version 2.1 of the Model. How the Competency Model Works The NCHL Model contains three domains with 26 competencies: The three domains– Transformation, Execution, and People – capture the complexity and dynamic quality of the health leader’s role and reflect the dynamic realities in health leadership today. Of the 26 competencies, eight are technical (or skills and knowledge) competencies. These include communication skills, financial skills, human resources management, Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL. 3 NCHL Health Leadership Competency Model‐Summary information technology management, performance measurement, process management and organizational design, project management, and strategic orientation. Transformation: Visioning, energizing, and stimulating a change process that coalesces communities, patients, and professionals around new models of healthcare and wellness. ƒ ƒ ƒ ƒ ƒ ƒ ƒ Achievement Orientation Analytical Thinking Community Orientation Financial Skills Information Seeking Innovative Thinking Strategic Orientation Execution: Translating vision and strategy into optimal organizational performance. ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ Accountability Change Leadership Collaboration Communication Skills Impact and Influence Initiative Information Technology Management Organizational Awareness Performance Measurement Process Management/Organizational Design Project Management People: Creating an organizational climate that values employees from all backgrounds and provides an energizing environment for them. Also includes the leader’s responsibility to understand his or her impact on others and to improve his or her capabilities, as well as the capabilities of others. ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ Human Resources Management Interpersonal Understanding Professionalism Relationship Building Self Confidence Self Development Talent Development Team Leadership TRANSFORMATION Visioning, energizing, and stimulating a change process that coalesces communities, patients, and professionals around new models of healthcare and wellness. Competencies include: Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL. 4 NCHL Health Leadership Competency Model‐Summary Achievement Orientation: A concern for surpassing a standard of excellence. The standard may be one’s own past performance (striving for improvement); an objective measure (results orientation); outperforming others (competitiveness); challenging goals, or something that has not been done previously (innovation). Analytical Thinking: The ability to understand a situation, issue, or problem by breaking it into smaller pieces or tracing its implications in a step‐by‐step way. It includes organizing the parts of a situation, issue, or problem systematically; making systematic comparisons of different features or aspects; setting priorities on a rational basis; and identifying time sequences, causal relationships, or if‐then relationships. Community Orientation: The ability to align one’s own and the organization’s priorities with the needs and values of the community, including its cultural and ethnocentric values and to move health forward in line with population‐based wellness needs and national health agenda. Financial Skills: The ability to under…

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