Creating a Philosophy of Leadership
Week 1: Creating a Philosophy of Leadership
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Please note, all NR534 discussions occur in small groups. For this reason, please review the Small Group Discussion Grading Rubric (Links to an external site.)
Part 1: Individual
Whether or not it is written or verbally articulated, everyone has an idea or belief system about leadership that influences their behavior as a leader and a follower. Many factors combine that inform your leaderhip philosophy.
Discuss your personal beliefs, values, experiences, and current leadership principles and trends that influence your leadership philosophy.
In 3-5 sentences clearly articulate your personal leadership philosophy. This should begin with, “My philosophy of leadership is…..”
Describe how your leadership philosophy relates to the position and the organization within which you currently work. How does it affect the work you do, how you make decisions, and the culture you promote.
Part 2: With Your Group
Discuss the commonalities and differences among the statements from the group.
How does your personal philosophy compare to the philosophy of your organization? How do you reconcile discrepancies between them?
What impact does congruency between your personal leadership and the organization’s philosophy have on creating a person-centered, caring healthcare organization?
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Exceptional
Exceeds
Meets
Needs Improvement
Developing
Performance Category
15
14
13
9
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
All three elements are addressed and clearly accurately articulated
• develops a comprehensive analysis or synthesis of information on required topic
• provides substantive support of analysis/synthesis evidenced by review of scholarly literature
• uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic
Two(2) of three (3) elements addressed and accurately articulated; remaining element vaguely addressed or is missing
• develops a comprehensive analysis or synthesis of information on required topic
• provides substantive support of analysis/synthesis evidenced by review of scholarly literature
• uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic
All elements are present but lack clarity and are generally addressed; Little evidence of understanding of topic is present
• develops a comprehensive analysis or synthesis of information on required topic
• provides substantive support of analysis/synthesis evidenced by review of scholarly literature
• uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic
2 or less elements are superficially addressed with little supportive evidence of understanding of topic is present
• develops a comprehensive analysis or synthesis of information on required topic
• provides substantive support of analysis/synthesis evidenced by review of scholarly literature
• uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic
All three elements are missing or not discernible
• develops a comprehensive analysis or synthesis of information on required topic
• provides substantive support of analysis/synthesis evidenced by review of scholarly literature
• uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic
Performance Category
15
14
13
9
0
Course Knowledge
15.0 pts
All four (4) required elements are addressed and clearly articulated
• Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt
•Interactions with classmates are engaging and encourage further exploration and discovery
•Interactions with classmates are directly relevant to discussion topic
• Applies concepts to personal experience in their professional setting and or relevant application to real life.
Two of three elements addressed and clearly articulated, remaining element vaguely addressed or missing
•Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt
•Interactions with classmates are engaging and encourage further exploration and discovery
• Interactions with classmates are directly relevant to discussion topic
• Applies concepts to personal experience in their professional setting and or relevant application to real life
All elements are present but lack clarity and are generally addressed; Little evidence of understanding of topic present
• Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt
• Interactions with classmates are engaging and encourage further exploration and discovery
• Interactions with classmates are directly relevant to discussion topic
• Applies concepts to personal experience in their professional setting and or relevant application to real life.
Three or less elements are superficially addressed with little supportive evidence of understanding of topic present
• Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt
• Interactions with classmates are engaging and encourage further exploration and discovery
• Interactions with classmates are directly relevant to discussion topic
• Applies concepts to personal experience in their professional setting and or relevant application to real life.
All elements are missing, not discernible, or irrelevant to topic
• Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt
• Interactions with classmates are engaging and encourage further exploration and discovery
• Interactions with classmates are directly relevant to discussion topic
• Applies concepts to personal experience in their professional setting and or relevant application to real life.
Performance Category
20
18
16
14
0
Interactive Dialogue
Posts accurately address all five(5) elements, clearly articulated; specific connections are made to topic and discussion
· Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT
· Responds to discussion group at least four times
· Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings
· Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion
· Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
Posts accurately address four(4) of five(5) elements, clearly articulated; specific connections are made to topic and discussion
·…
