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
Mini-Case on Earning Trust and Loyalty
Discussion: Mini-Case on Earning Trust and Loyalty
How might health care leaders establish trust and loyalty in their health care organization? What strategies might health care leaders employ in order to assert themselves as responsible for and capable of leading change forward?
As a current or future health care executive, your ability to articulate motivation, moving a path forward, and leading change will be necessary to ensure the success of your health care organization. A successful health care executive must be mindful of the perceptions of his or her staff and how to best address trust and loyalty when organizing new changes in health care delivery.
For this Discussion, review the mini-case of Dye & Garman (2015) below. Reflect on the case and consider how you, as a current or future health care executive might support or oppose strategic change.
Earning Trust And Loyalty
Consider This:
Human resources VP Jim Batten was talking with Barbara Buczinski, VP of patient care services, about gaining trust with staff. Buczinski stated, ‘it really is all about being yourself. I find that I have to put in a lot of time and help people get to know who I am and what makes me tick. In doing so, I think I will gain their trust”.
Batten replied, How true. And yet so many leaders seem to orchestrate their actions and how they are seen. It is almost like a political campaign. You know that the people who are running for election are not really letting us see their true selves”.
Debate the two sides of this issue. Should leaders let their guard down and let followers see everything? Or should they be cautious in what is seen and what is known about them? In other words, are there circumstances in which some withholding of information or even manipulation may be best?
Jim Batten, Vice president of human resources, and Elizabeth Parris, CEO, were talking one day about trust. Parris commented, “I just don’t believe that you can measure trust. I know that people say you cannot manage what you do not measure, but trust is one of the concepts that I do not see a way to measure”.
Batten replied, “Well, I think you can measure trust in two ways. The first is quite simple. You ask if there is a trust relationship———and ask for a yes or no answer. In an employee engagement survey, we often include the item ‘ I trust my supervisor’. I also think that you can measure those behaviors that come out of trusting relationships. Again, if we conduct an employee engagement survey, we might include items such as ‘I trust what my supervisor tells me’ or ‘I can trust the information that I receive from senior management”.
Parris commented, “I see what you mean. I only wish there was a deeper level of science to this topic”.
- How might trust be measured? Use your Internet search skills to examine the concept of trust.
References
Dye, C. 2010. Leadership in Health care: Essential Values and Skills. Chicago: Health Administration Press.
George, B. 2007. True North: Discover Your Authentic Leadership. San Francisco: Jossey-Bass.
——. 2004. Authentic Leadership——Rediscovering the Secrets to Creating Lasting Value. San Francisco: Jossey-Bass.
Kouzes, J. M., and B. Z. Posner. 1993. Credibility: How Leaders Gain and Lose It, Why People Dream It. San Francisco: Jossey-Bass
Discussion
Post your position on whether you support or oppose strategic change based on the mini-case, and explain why. Be sure to justify your position with support from the Learning Resources and outside research. Then, explain how you might implement health care executive leadership strategies for your health care organization or one with which you are familiar. Be specific and provide examples.
Minimum 500 words
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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