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Effective leadership requires the leader to have a way with people. This is not necessarily the same as being a people person. The leader must, at least, have a way with people because ultimately the people should want to follow.
Week 2 examines how leaders can develop their way with the people they lead. In this week, you will also learn how to cultivate the skills required to improve your leadership people skills.
Your Learning Objectives for the Week:

Critique communication styles in healthcare leadership settings.
Develop strategies to provide mentoring and professional development in people.
Contrast team-building processes to building trust and cohesiveness among team members.

MHA6100 WEEK 2 DISCUSSION AND PROJECT INSTRUCTIONS

Page | 1

·
Week 2 Discussion

Discussion Topic
Top of Form

 Due April 1 at 11:59 PM
Bottom of Form

Supporting Lecture:

Review the following lecture:
· Mentoring

Discussion Questions

Before beginning work on this discussion forum, please review the link “
Doing Discussion Questions Right
,” the expanded grading rubric for the forum below, and any specific instructions for this topic.
Before the end of the week, begin commenting on at least two of your classmates’ responses. You can ask technical questions or respond generally to the overall experience. Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. Submit your responses in the Discussion Area.

Introduction

Mentoring is an aspect that is often overlooked by both the leader and the employee looking to improve his or her career position. This discussion is designed to raise awareness for mentoring relationships and mentor planning.

Tasks

· Discuss your experience as a mentor and as one being mentored. If you do not have experience in either of these roles, describe how you would begin a mentoring relationship as a leader.

· If you have only been a mentee, please discuss how you would approach that relationship differently from the leader’s perspective.

To support your work, use your course and textbook readings and also use the 
South University Online Library
. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Your initial posting should be addressed at 500–1000 words as noted in the attached PDF. Submit your document to this Discussion Area by the due date assigned. Be sure to cite your sources using APA format.
Respond to your classmates throughout the week. Justify your answers with examples, research, and reasoning. Follow-up posts need to be submitted by the end of the week.

Week 2 Project

Assignment

Top of Form
Due April 5 at 11:59 PM
Bottom of Form

Supporting Lecture:

Review the following lecture:
· Developing High-Performing Teams and Energizing Staff

Project

The project assignment provides a forum for analyzing and evaluating relevant topics of this week on the basis of the course competencies covered.

Introduction

Building a high-performing team is a process. The leaders who cultivate and build such teams understand the importance of common goals and success in achieving those goals. As a leader, you will ultimately strive to build your own high-performing team.

Tasks

Read the following article for assistance:

·

Characterizing Teamwork in Cardiovascular Care Outcomes: A Network Analytics Approach

https://www.ahajournals.org/doi/full/10.1161/CIRCOUTCOMES.116.003041

You will make a plan to develop your high-performing team. In developing your team, be sure to include the following:
· Describe how you will communicate common goals.

· Describe how you will address conflict in a way that is positive within the team.

· Assist each member embrace his or her role within the team.

· Explain the things you will do to energize your team.

Be sure to provide specific examples and rationale behind your steps.
To support your work, use your course and textbook readings and also use the 
South University Online Library
. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Submission Details

· Name your file as SU_MHA6100_W2_Project_LastName_FirstName.
· By the due date assigned, submit it to the Submissions Area.

MHA6100 WEEK 2 LECTURE NOTES

1 | Page

A Real Way with People, Listening Like You Mean It, and Providing Great Feedback

The third cornerstone of leadership is a real way with people. This cornerstone involves competencies that focus on interpersonal effectiveness on a day-to-day basis, which build staff engagement.

Listen like you mean it involves active listening, not simply waiting for your turn to speak. In doing so, you as a leader should remain calm with an easy-to-approach demeanor. You should be warm, inviting, and patient. Be sure to maintain formal and informal channels of communication. Active listening increases your effectiveness by providing better understanding of goals, priorities, and perspectives of those you work with. Many a times people want not only to be heard but also be listened to. That makes them feel that they are understood and valued. Listening can also fall short if you listen inattentively, selectively, and impatiently. It will not work if you are emotionally volatile and if you provide time as opposed to attention.
Active Listening vs. Hearing

 Active Listening

 Hearing

Valuing the speaker’s perspective

Imparting own perspective

Valuing the messenger

Failing to set up dependable channels of communication

Maintaining a calm, easy approach

Tuning out selected information

Willing to hear people out

Being impatient

Providing attention

Providing time rather than attention

All skills can be misused or overused and can work against you. Listening is not a substitute for action. Be sure to seek feedback, develop a clear and active listening posture, summarize, ask probing questions, keep your emotions in check, schedule time with small groups, visit your team one-on-one, and know your limits.

Providing Great Feedback

In order to improve, individuals need feedback on their performance. The higher the quality of feedback, the better the receiver can apply it. What is a good feedback? Those who are exceptional at giving feedback focus on contextual factors. When thinking about feedback, they begin with looking at their own motives while determining the real issue, evaluating that issue, setting the stage to deliver the feedback, and balancing the feedback so that it is positive and constructive. Avoid having reluctance to critique or praise and structure your feedback poorly.
Remember, you win with people.Additional Materials

From your course textbook, Exceptional Leadership: 16 Critical Competencies for Healthcare Executives, read the following chapters:
· Competency 6: Listening Like You Mean It
· Competency 7: Giving Great Feedback
· Competency 8: Mentoring
From the South University Online Library, read the following article:
·
Authentic Leadership 

Benefits of Mentoring

Review each tab to learn more.

·
To Mentors

Mentors gain the ability to invest time to understand the career aspirations of direct reports.
Mentoring supports the development of essential skills of those being mentored.
Mentors have the opportunity to support the career development of those being mentored in a nonpossessive way.
They have the opportunity to model relationship building with the mentee.
The mentor also has the opportunity to encourage the growth of the mentee

·
To Mentees

Mentees get the opportunity to spend time vocalizing their career aspirations to an individual who has been where they currently are and where they want to go.
Mentoring teaches the essential skills needed to move up the professional ranks from a willing teacher who is not afraid of true staff development.
The career development may not be with the mentee’s current organization. The benefit of this relationship is not to confine the mentee to one organization but to expand their horizons, even if it takes them elsewhere.
They have the opportunity to observe and participate in relationship building that provides connections that they can use in their career.
Mentees have the opportunity to participate in a mentoring relationship with someone whom they respect and who encourages growth.

Additional Materials

From your course textbook, Exceptional Leadership: 16 Critical Competencies for Healthcare Executives, read the following chapter:
· Competency 9: Developing High-Performing Teams
From the South University Online Library, read the following articles:
·
Original Article: Setting the Stage for Success: Mentoring and Leadership Development 

·
Mentoring Practice and Mentoring Benefit 6: Equipping for Leadership and Leadership Readiness—An Overview and Application To Practice Using Mentoring Activities 

Developing High-Performing Teams and Energizing Staff

The objective of any team is to become high performing. To develop a high-performing team, you must know the process of development and understand its importance.
A team is a group of leaders having common goals, and achieving those goals depends on the team’s interdependence. To build a high-performing team, you need to have the best people for the team’s roles; develop team members’ orientation toward common vision and collective goals; develop trust among team members; and assist members in working through the conflicts that will come with group interaction. All successful teams, whether in athletics or business, have things in common. These things are common goals, trust within the team, conflicts that are worked through as a team, and each member’s understanding of his or her role. Many believe that conflict is bad. On the contrary, conflict is natural and can be the springboard for creativity and success. The key is to ensure fairness in resource allocation throughout the team, minimize the growth of cliques, and ensure members know and understand their roles. The two most important keys are assuring that personal reactions are kept out of conflicts and team discussions are held within the confines of the team. Remember, even the team can be overemphasized and backfire on the leader. Balance is important.
Energizing staff goes hand in hand with developing high-performing teams. It begins with leaders’ pursuit of heightened levels of motivation in the people they work with. The leader must help the individuals remember why they do the work they do. Many a times, in healthcare, the reason is to serve the patient. The leader also has to find ways to show the workers that the work they do makes a difference. Although motivation, at its best, comes from within the individual, leaders have a larger influence than they realize. Understanding this influence and optimizing it separate the high-performing leaders from the rest. To do so, leaders need to exemplify work ethic, motivation, optimism, and enthusiasm about the future. The leader must also show excitement for new challenges and work with energy, passion, and drive. They must also help those being led see the importance of their work. Enthusiasm is contagious.
Be sure to understand the downfalls of misuse or misapplication of energizing staff. Watch out for undervaluing motivation, under developing motivational skills, and tolerating cynicism.
Downfalls of Energizing Staff

Review each image to learn more.

When energizing the staff goes wrong, the staff can feel a sense of discomfort rather than energy. This can stem from the leader having an energy level that is far above that of the staff, and the staff could end up feeling worn out.

An overzealous leader can continually raise the bar for the staff. This reduces the meaningfulness of the performance targets.

 Being too excitable and overemphasizing the energizing of the staff while underemphasizing performance is also a drawback. This may lead to the leader creating perfunctory celebrations that become routine and quickly lose his or her motivational power.

Additional Materials

From your course textbook, Exceptional Leadership: 16 Critical Competencies for Healthcare Executives, read the following chapter:
· Competency 10: Energizing Staff
From the South University Online Library, read the following article:
·
Characterizing Teamwork in Cardiovascular Care Outcomes: A Network Analytics Approach 

3/30/2021 Rubric Assessment – MHA6100-Executive Leadership in Healthcare Organizations SU01 – South University

https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=371631&evalObjectType=5&userId=4901&groupId=0&rubricId=6574&d2l_b… 1/3

Response
No Submission
0 points

Emerging (F-D: 1-
27)
27 points

Satisfactory (C: 28-31)
31 points

Proficient (B: 32-35)
35 points

Exemplary (A: 36-40)
40 points

Criterion
Score

Quality

of Initial

Posting

/ 40No initial posting
exists to evaluate.

The information

provided is inaccurate,

not focused on the

assignment’s topic,

and/or does not answer

the question(s) fully.

Response demonstrates

incomplete

understanding of the

topic and/or

inadequate preparation.

The information provided is

accurate, giving a basic

understanding of the topic(s)

covered. A basic understanding

is when you are able to

describe the terms and

concepts covered. Despite this

basic understanding, initial

posting may not include

complete development of all

aspects of the assignment.

The information provided is

accurate, displaying a good

understanding of the topic(s)

covered. A good understanding is

when you are able to explain the

terms and topics covered. Initial

posting demonstrates sincere

reflection and addresses most

aspects of the assignment,

although all concepts may not be

fully developed.

The information provided

is accurate, providing an

in-depth, well thought-out

understanding of the

topic(s) covered. An in-

depth understanding

provides an analysis of the

information, synthesizing

what is learned from the

course/assigned readings.

Participation
No Submission
0 points

Emerging (F-D:
1-13)
13 points

Satisfactory (C: 14-
16)
16 points

Proficient (B: 17-
18)
18 points

Exemplary (A: 19-20)
20 points

Criterion
Score

Participation

in

Discussion

/ 20No responses to
other classmates

were posted in this

discussion forum.

May include one or

more of the

following:

*Comments to only

one other student’s

post.

*Comments are not

substantive, such as

just one line or

saying, “Good job” or

“I agree.

*Comments are off

topic.

Comments to two or

more classmates’ initial

posts but only on one

day of the week.

Comments are

substantive, meaning

they reflect and expand

on what the other

student wrote.

Comments to two or

more classmates’ initial

posts on more than one

day. Comments are

substantive, meaning

they reflect and expand

on what the other

student wrote.

Comments to two or more classmates’

initial posts and to the instructor’s

comment (if applicable) on two or more

days. Responses demonstrate an

analysis of peers’ comments, building on

previous posts. Comments extend and

deepen meaningful conversation and

may include a follow-up question.

Writing No Submission
0 points

Emerging (F-D:
1-13)

Satisfaction (C: 14-
16)

Proficient (B: 17-18)
18 points

Exemplary (A: 19-20)
20 points

Criterion
Score

3/30/2021 Rubric Assessment – MHA6100-Executive Leadership in Healthcare Organizations SU01 – South University

https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=371631&evalObjectType=5&userId=4901&groupId=0&rubricId=6574&d2l_b… 2/3

Total / 80

Overall Score

13 points 16 points

Writing

Mechanics

(Spelling,

Grammar,

Citation

Style) and

Information

Literacy

/ 20No postings for
which to evaluate

language and

grammar exist.

Numerous issues in

any of the following:

grammar, mechanics,

spelling, use of slang,

and incomplete or

missing citations and

references. If

required for the

assignment, did not

use course, text,

and/or outside

readings (where

relevant) to support

work.

Some spelling,

grammatical, and/or

structural errors are

present. Some errors in

formatting citations and

references are present. If

required for the

assignment, utilizes

sources to support work

for initial post but not

comments to other

students. Sources include

course/text readings but

outside sources (when

relevant) include non-

academic/authoritative,

such as Wikis and .com

resources.

Minor errors in grammar,

mechanics, or spelling in the

initial posting are present. Minor

errors in formatting citations and

references may exist. If required

for the assignment, utilizes

sources to support work for

both the initial post and some of

the comments to other students.

Sources include course and text

readings as well as outside

sources (when relevant) that are

academic and authoritative (e.g.,

journal articles, other text books,

.gov Web sites, professional

organization Web sites, cases,

statutes, or administrative rules).

Minor to no errors exist in

grammar, mechanics, or spelling

in both the initial post and

comments to others. Formatting

of citations and references is

correct. If required for the

assignment, utilizes sources to

support work for both the initial

post and the comments to other

students. Sources include course

and text readings as well as

outside sources (when relevant)

that are academic and

authoritative (e.g., journal

articles, other text books, .gov

Web sites, professional

organization Web sites, cases,

statutes, or administrative rules).

No Submission
0 points

minimum

There was no

submission for this

assignment.

Emerging (F to D Range)
1 point minimum

Satisfactory progress has not been met

on the competencies for this

assignment.

Satisfactory (C Range)
56 points minimum

Satisfactory progress has been achieved

on the competencies for this

assignment.

Proficient (B Range)
64 points minimum

Proficiency has been achieved on

the competencies for this

assignment.

Exemplary (A

Range)
72 points minimum

The competencies for this

assignment have been

mastered.

3/30/2021 Rubric Assessment – MHA6100-Executive Leadership in Healthcare Organizations SU01 – South University

https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=371631&evalObjectType=5&userId=4901&groupId=0&rubricId=6574&d2l_b… 3/3

Close

3/30/2021 Rubric Assessment – MHA6100-Executive Leadership in Healthcare Organizations SU01 – South University

https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 1/2

Criteria
No Submission
0 points

Emerging (F
through D
Range) (1–10)
10 points

Satisfactory (C
Range)
11 points

Proficient (B Range)
(12–13)
13 points

Exemplary (A Range)
(14–15)
15 points

Criterion
Score

Includes all

assignment

components and

meets graduate level

critical thinking. A

purpose statement is

identified for the

response.

/ 15Student did not
submit

assignment.

Work minimally

meets

assignment

expectations. No

purpose

statement is

provided.

Assignment

meets some

expectations

with minimal

depth and

breath. Purpose

statement is

vague.

Assignment meets most

of expectations with all

components being

addressed in good

depth and breadth.

Purpose statement is

present and appropriate

for the assignment.

Assignment meets all

expectations with

exceptional depth

and breath. A

comprehensive

purpose statement

delineates all

requirements of the

assignment.

Criteria
No Submission
0 points

Emerging (F
through D Range)
(1–10)
10 points

Satisfactory (C
Range)
11 points

Proficient (B Range)
(12–13)
13 points

Exemplary (A Range)
(14–15)
15 points

Criterion
Score

Integrates and

understands

assignments

concepts and

topics.

/ 15Student did not
submit

assignment.

Shows some

degree of

understanding of

assignment

concepts.

Demonstrates a

clear

understanding of

assignment

concepts.

Demonstrates the

ability to evaluate

and apply key

assignment concepts.

Demonstrates the

ability to evaluate, apply

and integrate key

assignment concepts.

Criteria
No Submission
0 points

Emerging (F
through D
Range) (1–10)
10 points

Satisfactory (C Range)
11 points

Proficient (B Range)
(12–13)
13 points

Exemplary (A Range) (14–
15)
15 points

Criterion
Score

Synthesizes,

analyses,

and

evaluates

/ 15Student did not
submit

assignment.

Does not

interpret, apply,

and synthesize

Summarizes

information gleaned

from sources to

support major points,

Synthesizes and

justifies (defends,

explains, validates,

confirms) information

Synthesizes and justifies

(defends, explains,

validates, confirms)

information gleaned from

3/30/2021 Rubric Assessment – MHA6100-Executive Leadership in Healthcare Organizations SU01 – South University

https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 2/2

Total / 50

Overall Score

Close

resources

to apply

concepts in

the

assignment.

concepts and

strategies.

but does not

synthesize. Provides

minimal justification to

support major topics.

Uses one credible

resource in the

assignment.

gleaned from sources

to support major

points presented. Uses

a minimum of two

credible resources in

the assignment.

sources to support major

points presented. Uses

three credible resources for

the assignment, including

at least one scholarly peer-

reviewed resource.

Criteria
No Submission
0 points

Emerging (F through
D Range) (1–2)
2 points

Satisfactory (C
Range)
3 points

Proficient (B
Range)
4 points

Exemplary (A
Range)
5 points

Criterion
Score

Uses correct spelling,

grammar, and

professional

vocabulary. Provides

credible resources

using correct APA

format.

/ 5Student did not
submit

assignment.

Contains many (≥5)

grammar, spelling,

punctuation and APA

errors that interfere

with the reader’s

understanding.

Contains a few

(3–4) grammar,

spelling,

punctuation and

APA errors.

Uses correct

grammar, spelling,

and punctuation

with no errors.

Contains a few (1–

2) APA format

errors.

Uses correct

grammar, spelling,

and punctuation

with no errors.

Uses correct APA

format with no

errors.

No Submission
0 points minimum

Emerging (F through D Range)
1 point minimum

Satisfactory (C Range)
35 points minimum

Proficient (B Range)
40 points minimum

Exemplary (A Range)
45 points minimum

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