Leading Change Organizational Effectiveness Discussion
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
2 – Discussion
Leading Change Organizational Effectiveness Discussion
Both of this weeks readings center on the adoption of new strategies by human services organizations to address the needs of the populations served.
For this initial post:
Discuss specific leadership strategies associated with positive implementation of changes described in both of this weeks readings.
Offer advice to a human services leader charged with implementing a major change in the way services are delivered.
Include recommendations at both the individual leader and collective organizational levels.
3 – Discussion
Career Path
What are the short-term and long-term implications (for you as a developing professional) of having a variety of leadership theories to draw from? Which theory resonates most for you? Explain why. Respond to at least two of your classmates posts.
4 – Discussion
Organizational Effectiveness
Review the articles by Gabel (2012) and Raney (2014), which are required readings for this week.
In your initial post, respond to the following questions:
What is demoralization and why does Raney assert that clinical leaders should attend carefully to the morale of their clinical subordinates and colleagues?
In what ways might Raneys findings regarding the integration of mindfulness and adaptive leadership positively impact leaders interested in reducing demoralization in human services organizations?
5 – Discussion 1
What Employees Really Want
Review the article A Call for Leaders: What Employees Really Want (Links to an external site.), which is a required reading for this week.
Then respond to the items below:
Leading Change Organizational Effectiveness Discussion
Part 1
Have you ever tried to carry on a conversation when no one was listening?
If so, describe the situation and the participants. What were you trying to say? Why did the others not listen? How did you know they were not listening?
If you have not been in this type of situation, imagine the type of communication described, describe a fictional scenario, and address the questions above.
Part 2
Address the following items based your personal work experience, if possible. If not, cite or fictionalize an example.
How well (or not so well) did your supervisor communicate with his/her direct subordinates?
Provide examples of situations when your supervisor communicated well, resulting in positive outcomes.
Provide examples of situations when your supervisor did not communicate well, and explain the problems and/or conflicts that arose within your department or organization as a result.
6 – Discussion
The Nonprofit Paradox
Piana (2010) suggests that nonprofits tend to recreate within their own organizational cultures the problems they are trying to solve in society.
What implications does this have for staff and overall organizational effectiveness?
As a leader, how would you first identify this issue?
What would you do to address it?
Required References
Bates Communication Inc. (2012). Are you running meetings or are meetings running you? Retrieved from http://www.bates-communications.com/articles-and-newsletters/articles-and-newsletters/bid/59464/Are-You-Running-Meetings-Or-Are-Meetings-Running-You (Links to an external site.)
Bates Communication Inc. (2012). A call for leaders: What employees really want. Retrieved from http://www.bates-communications.com/Portals/25382/docs/art-whatemployeeswant.pdf (Links to an external site.)
Bonner, G., & McLaughlin, S. (2014). Leadership support for ward managers in acute mental health inpatient settings. Nursing Management (2014+), 21(2), 26. http://dx.doi.org/10.7748/nm2014.04.21.2.26.e1206
Changing Minds. (n.d.). Leadership theories. Retrieved from http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm (Links to an external site.) (Read each theory – from “Great Man” to Transformational.)
Co-Intelligence Institute. (2003). Dialogue. Retrieved from http://www.co-intelligence.org/P-dialogue.html (Links to an external site.)
Gabel, S. (2012). Demoralization in mental health organizations: Leadership and social support help. Psychiatric Quarterly, 83(4), 489-96. http://dx.doi.org/10.1007/s11126-012-9217-3
George, B. (2015). The power of mindful leadership. Huffington Post. Retrieved from http://www.huffingtonpost.com/bill-george/the-power-of-mindful-lead_b_7878482.html (Links to an external site.)
Guerrero, E. G., Aarons, G. A., & Palinkas, L. A. (2014). Organizational capacity for service integration in community-based addiction health services. American Journal of Public Health, 104(4), e40-7. Retrieved from ProQuest database.
Harker, R., Pidgeon, A. M., Klaassen, F., & King, S. (2016). Exploring resilience and mindfulness as preventative factors for psychological distress burnout and secondary traumatic stress among human service professionals. Work, 54(3), 631
Piana, D. (2010). The nonprofit paradox. Stanford Social Innovation Review, 8(3), 23-24. Retrieved from ABI/INFORM Global. (Document ID: 2063614471).
Power, A. K. (2010). Transforming the nation’s health: Next steps in mental health promotion. American Journal of Public Health, 100(12), 2343-6.
Raney, A. F. (2014). Agility in adversity: Integrating mindfulness and principles of adaptive leadership in the administration of a community mental health center. Clinical Social Work Journal, 42(3), 312-320. http://dx.doi.org/10.1007/s10615-014-0487-0
Sand, T., Cangemi, J., & Ingram, J. (2011). Say again? What do associates really want at work? Organization Development Journal, 29(2), 101-107.
Wilson, J., Clarke, T., Lower, R., Ugochukwu, U., Maxwell, S., Hodgekins, J., Wheeler, K., Goff, A., Mack, R., Horne, R., & Fowler, D. (2017). Creating an innovative youth mental health service in the United Kingdom: The Norfolk Youth Service. Early Intervention in Psychiatry, 12(4), 740-746. https://doi.org/10.1111/eip.12452
RUBRIC
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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