MOHA-510 Please open both attachment!!!! The NCHLexam is a sample is a reference of what the MOHA-510 need to be.  The MOHA-510 attachment you need to use.

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MOHA-510 Please open both attachment!!!! The NCHLexam is a sample is a reference of what the MOHA-510 need to be.  The MOHA-510 attachment you need to use.

Leadership involves a complex interplay of psychology, communication, monitoring, planning and action-oriented behavior. Throughout this course, we have explored the dynamics of leadership in the healthcare environment. I have valued the meaningful perspectives brought by my classmates who represent diverse backgrounds. I am eager to reflect on the knowledge and experience I have gained in working toward proficiency in the National Center for Healthcare Leadership competencies.

L2 Achievement Orientation __ Met __ Not Met

L2.1 Wants to Do Job Well

A healthcare leader must strive for excellence in every word and every action. As discussed in the “Exceptional Leadership Paper” (Schad, 2019), a leader must constantly monitor both the internal and external environment and leverage individuals to make positive change. A leader must lead with conviction and drive results. In the ever-evolving healthcare realm, a great leader is never complacent.
In my role as faculty, I have committed to providing students with a high-quality education through the courses I teach. I enrolled in the Master of Healthcare Administration program to be the best Optometric Practice Management Educator that I can be. As an eyecare provider, I strive for exceptional, evidence-based care and attend quality continuing education to do the job well. As a future leader, I commit to doing the job to the absolute best of my ability.

L2.2 Creates Own Measure of Excellence

A healthcare leader creates a vision of the future for the organization they serve. This vision drives the actions and decisions that are made by a leader. This vision serves as a personal measure of excellence. A leader must constantly compare where the organization is currently, with where it needs to be in the future. As covered in the “Exceptional Leadership Paper” (Schad, 2019), a health care leader must look for the most effective, efficient and efficacious means for delivering healthcare. A leader may use industry benchmarks, but ultimately, measures of excellence must be created specifically for the organization.
In my role as faculty, I review my progress over the year in my tenure narrative. As a part of this, I create goals that, when achieved, tell me that I have met my personal measure of excellence. These goals are not assigned, but internally driven. In this course, I committed to thoroughly considering course readings, responding thoughtfully to all discussion board posts and composing reflective writing assignments. As a future leader, I will continue this trend of personally committing to, and achieving, personal measures of excellence.

L2.3 Improves Performance

As mentioned in reference to L2.2 and the “Exceptional Leadership Paper” (Schad, 2019), a leader should strive to increase effectiveness, efficacy and efficiency. A healthcare leader must consider key performance metrics, culture and the impressions of both internal and external stakeholders. There will be instances where a leader, or their organization, may not make the mark. It is how a leader responds that determines whether they recover. Receiving positive feedback is always easier than receiving constructive criticism. In the “Exceptional Leadership Paper” (Schad, 2019) and the model that inspired the assignment, Dye and Garman (2015) state that leader must listen like they mean it. A leader should always accept constructive feedback and use this to improve their personal or organization’s performance. They should also humbly accept praise.
Prior to the MHA program, I had never written APA compositions. In optometry, we write most commonly in the AMA style. After receiving my critiques for the first assignment, I corrected these errors for the subsequent assignments. As a leader, it is imperative we learn from our mistakes or criticisms in order to improve.

L2.4 Sets and Works to Meet Challenging Goals

In learning about leadership theories, House’s Path-Goal Theory was discussed as a method for achieving success in leading individuals of an organization. This theory, among others, was discussed as a part of the “Leadership Style Paper” (Schad, 2019). Breaking down overarching organizational goals into individual goals for the members of the organization helps to maintain focus on the tasks that will lead to success. It is important to expect obstacles for achieving the goals and work to reduce their impact on progress.
Personally, I help students set goals for their clinical experience; these are often related to mastering techniques, improving examination efficiency, or increasing confidence in diagnosis and management. Looking forward to the future, I have set a goal to publish the results of a survey related to job motivation in eye care staff. The specific content in this course will provide important background to the discussion of the results.

L4 Change Leadership __ Met __ Not Met

L4.5 Reinforces Change Vision Dramatically

A healthcare leader must determine a clear vision for the future of the organization they lead. Often a leader must drive change within the organization in order see their vision come to fruition. Several leadership theories and models focus on change at the organizational level. In the “Leadership Case Study” (Schad, 2019), we identified several challenges relating to the need for organizational change, particularly culture. Specifically, I spoke to transformational leadership and dynamic culture leadership to address the cultural change in my case. The most critical piece driving change is clear communication of the strategic vision and decisions that align with that vision.
Through my experience in this course, I have started thinking critically about my experiences within my own organization. Do our actions speak directly to the mission of the organization and our leader’s vision for the future? I have learned that a leader must keep this vision in the forefront as they drive change within an organization.

L4.6 Provides Calm During the Storm of Change

Change is hard. In the “Leadership Case Study” (Schad, 2019), I investigated the role of culture within an organization. Culture can either enhance or derail progress in achieving a leader’s vision for the future. Additionally, within my case study, I identified that subgroups within an organization will perceive change differently. It is important that a leader uses transformational leadership techniques that provide individualized attention to these subgroups to support and inspire them during times of change. Chaos breeds chaos; a leader must remain calm and focused during the most challenging times.
Patient care can bring chaos. I strive every day to be overly calm when faced with upset patients or panicked students. When responsibilities of my job, education and personal life demand my time all at once, panic only adds to the chaos. Taking a deep breath and pausing before I act help me to maintain a sense of calm. This will be essential to apply in my future as a healthcare leader.

L6 Communication Skills __ Met __ Not Met

L6.1 Uses Generally Accepted English Grammar

Effective written communication is an essential skill for a healthcare leader. A leader communicates in writing via policies, contracts, memos and electronic mail. In this course, we have looked at all aspects of leadership and the integral role of effective communication. In reading Dye and Garman’s Exceptional Leadership (2015), we learned about how to read non-verbal cues in communicating; however, these are absent in written communication. A leader must maintain high standards for their written communication given their absence. We have honed our grammatical skills in many aspects of this course: from conversational grammar in our discussion board posts to formal composition grammar in our paper writing. This course has delivered an increased confidence in writing—in fact I have had an article accepted in a non-peer reviewed publication that was inspired from my MHA personal statement of interest and the content covered in this course.

L6.2 Prepares Effective Written Business Cases or Presentations

Researching, analyzing and developing a plan are skills exercised by a healthcare leader. When faced with a problem, a leader must research the facts, analyze it from many different angles, compile potential solutions, then communicate their plan in a final written report. In this course, the “Leadership Case Study” (Schad, 2019) provided an opportunity to consider a case, research solutions and compose a written plan to solve the problem. A leader will also face situations where they must orally present their suggestions and make a convincing case for their recommendations to internal or external stakeholders This course also afforded us the opportunity to verbally present a case study and our personal leadership styles to our peers; allowing us to apply this competency in a safe, supportive environment.

L6.3 Makes Persuasive Oral Presentations

As discussed in L6.2, a leader must have persuasive oral presentation skills. I find oral persuasion more challenging than written persuasion. The Blackboard Collaborate sessions brought opportunities to present in front of our peers; making arguments for the recommendations included in our case studies. Understanding the importance of effective oral communication as a leadership skill, I commit to seeking out additional opportunities to practice this in future courses and within my organization.

L6.4 Facilitates Group Interactions

Creating and facilitating teams are critical in driving progress within a healthcare organization. Groups of individuals with different backgrounds and status must come together in healthcare delivery, achieving the mission and vision of an organization, and completing day to day tasks. Team development and collaboration were discussed in the “Exceptional Leadership Paper” (Schad, 2019): how to seek out strong team players and create a sense of ‘we’ by fostering an inclusive environment.
In this course we have experienced group interactions in our discussion boards and collaborate sessions. We practice listening with respect to our peers. Personally, I like to try and respond to discussion board posts without replies to make sure that individual feels included in the discussion. Collaboration within the classroom and clinic are necessary skills I must teach our students. Both as faculty and as a future leader, I must model the behaviors I want to see in my students and employees.

L10 Impact and Influence __ Met __ Not Met

L10.1 Expresses Logical Intention but Takes No Action

As a leader, it may better serve the organization to present the challenge or problem then step aside to allow others to bring forth solutions. Dye and Garman (2015) speak to a need for self-awareness and recognizing our personal strengths and limitations. In knowing ourselves, we must recognize when we must rely on others to bring forth a solution. As a leader, it is important that we know how to facilitate that process. As a teacher, I often bring forth problems for students to solve. By guiding them through their own interrogation of the problem, they learn more through the process than if I merely provide them the answer.

L10.2 Takes a Single Action to Persuade

Similar to taking no action, the simplest solution is often the best solution to a problem. In a discussion board post, we considered the three “E’s” of healthcare delivery: effectiveness, efficacy and efficiency. The best solution is the one that best addresses the issue with the least consumption of the organization’s resources. This may be the only viable solution. A leader must effectively support why a single option is the best action for the organization. A leader must provide solid evidence to support their conclusions. In this course, we were required to support our conclusions with evidence obtained in our textbooks or literature reviews. This skill will be essential in making the case to stakeholders that support the decisions we make as leaders.

L10.3 Takes Multiple Action to Persuade

When making a case for change, a leader must consider the audience. Groups within an organization may be impacted differently by the leader’s decisions. There may be times when a leader must make a case for change from different perspectives. What motivates staff may not motivate the physicians within an organization.
My peers in this course represent a diverse group of individuals from different healthcare backgrounds. We have learned to communicate with each other despite our unique experiences. Additionally, in the “Leadership Case Study” (Schad, 2019), I considered the varied communication needs of the subgroups within the hypothetical organization. Tailoring the communication for the audience while preserving the message is an important skill of a future healthcare leader.

L10.4 Calculates Impact of Actions or Words

A leader is always in the spotlight and must always think before they act or speak. It is important that a person in a position of authority consider not only the denotation, but also the connotation of what they do and say. How will it be perceived? Could what I do or say be taken in the wrong light? How will it impact the organization? As discussed in my “Exceptional Leadership Paper” (Schad, 2019), a leader must consider the diverse individuals of an organization and respect differing values and beliefs. They must consider the impact of what they communicate through words and actions among these different groups. A leader must also consider the key internal and external stakeholders of their organization. We read and discussed the role of stakeholders in the culture of an organization. This course has brought to light how our actions and words are far reaching and that leaders must carefully consider the their impact.

L10.5 Uses Indirect Influence

Direct influence means that one affects other’s actions or beliefs through personal interactions. Indirect influence is more subtle and often entails calling upon others to assist in action. Dye and Garman (2015) refer to generating formal power as an exceptional leadership competency. We fleshed this out in the week 11 discussion board as we investigated alliances. Forming relationships with individuals or groups should be strategic and with pure intentions. When a leader supports another leader, they should receive the same in return. This discussion brought to light how one might use indirect influence in an ethical manner that also receive a fair return for a fair investment of time and energy.

L10.6 Use Complex Influence Strategies

The ability to influence begins with an understanding of what motivates others. The first topics covered in this course centered on leadership theories and how to influence others to achieve the mission of the organization. We investigated Maslow’s hierarchy of needs and the use of rewards when goals are met or charisma to inspire others to action. What motivates an individual, might not motivate or influence others. In the “Leadership Style Paper” (Schad, 2019) and “Leadership Case Study” (Schad, 2019), I discussed transformational leadership and how a leader must individualize communication for given groups or individuals. I will employ these varied motivational strategies as I work to influence others in my current role and as a future leader.

L15 Interpersonal Understanding __ Met __ Not Met

L15.1 Recognizes Emotions and Concerns of Others

Dye and Garman (2015), as one of the competencies of their Exceptional Leadership Model, state that leaders need to listen like they mean it. This means that they respect the individual and hear more than just the words coming from their mouths. This means they also pay attention to non-verbal cues like body language, facial expression, and tone of voice to gauge the emotional undertones. Leaders with greater emotional intelligence demonstrate a more developed ability to read others. This is a valuable skill that enhances our interactions with others.
In the beginning of this course, we completed several surveys to better understand our personality, emotional intelligence and conflict resolution styles. I demonstrate relatively high EI and this course has only increased my awareness of my own emotions and the emotions of others. This is a great asset for my future as a leader.

L15.2 Interprets Emotions and Verbal Content

Those possessing high emotional intelligence are aware of their own strengths, weaknesses, feelings, and behaviors and can maintain control of them. They also to pick up on those emotional cues in others. Emotional intelligence comes into play for many aspects of leadership. It allows a leader to read people and aid in tailoring communication to the individual; it also can be helpful in conflict resolution as a leader navigates the emotional context of the situation.
I specifically discussed the role of emotional intelligence in the “Exceptional Leadership Paper” (Schad, 2019): a culturally competent leader demonstrates high emotional intelligence by being sensitive to the beliefs of diverse individuals. In both education and patient care, I must be aware of individuals emotions and concerns and work to mediate their effects. This is increasingly important as a leader.

L15.3 Commits to Understanding Others

A leader should be committed to the people of the organization they serve. This was highlighted in the week 13 discussion board when we talked about servant-leadership. A servant leader is driven to serve others as they lead. In my post I spoke about how servant-leaders bring others along and use transformational leadership to understand their employees’ motivation and support them in their development. This is also important in the context of promoting an inclusive environment within the workplace. In the “Exceptional Leadership Paper” (Schad, 2019), I discussed that diversity is not the same as inclusion. Inclusion means a commitment to understanding and respecting diverse groups and acting to make them valuable contributors to the organization. To be successful at inclusion, leaders must be committed to understanding others.

L15.4 Displays Sensitivity to Cultural, Ethnic and Social Issues

I have spoken to cultural sensitivity in the previous components of L15. I chose to really focus on the topic of diversity and cultural competence in the “Exceptional Leadership Paper” (Schad, 2019). I spoke to the importance of leading with personal convictions but remaining open-minded and respectful to individuals who hold different beliefs. As leaders, it is not acceptable to just promote diversity within the organization; we must also act to make individuals feel included.
Cultural competency has become increasingly important as minority populations increase in both healthcare providers and staff, but also the in the patients they serve. Personally, I have worked to be more inclusive with the LGBTQ community both as a healthcare provider and educator. Also, I have been conscientious to offer a greeting without physical contact to Muslim patients of the opposite sex in respect for their culture. While it is difficult to be aware of beliefs and customs for all backgrounds, it is important that we are receptive and willing to accept these differences as a leader.

L16 Organizational Awareness __ Met __ Not Met

L16.1 Uses Formal Structure

Hierarchy and structure are important in providing a ladder of responsibility within an organization. Individuals must understand their responsibilities and where to go when they have questions or concerns that impact their ability to do their job. We considered organizational structure in our “Leadership Case Study” (Schad, 2019) when we provided an organizational chart and discussed the sources of power. Formal structure refers to the official hierarchy of power: an employee reports to their manager, who reports to the department head, all the way up to the CEO and Board.
If a leader does not respect the formal structure, neither will their employees. In some instances—such as laws, governmental regulations, or human resource matters—laxity is not acceptable. I experience this formal structure in acting as a compliance officer for my organization; formal policies must be in place for participation in federal programs like Medicare and Medicaid.

L16.2 Applies Understanding of Informal Structure

There are some instances where formal structure may not work in all situations. An individual might reach out to another employee in a different department to gather an unbiased opinion or fresh perspective. Dye and Garman (2015) discussed the role of informal power within an organization. They state that a leader may use power of influence to form compelling arguments or affect other’s thoughts and opinions. Informal power focuses less on the vertical hierarchy, but also horizontal relationships within the organization.
In the week 11 discussion board we investigated alliances as a form of informal power. We talked about forming relationships with others for mutual interests or benefits. Forming these two-way relationships are valuable investments as they can be called upon when formal structure cannot be applied. Personally, I am willing to help my peers when I have expertise to share; I am sure that the favor will be reciprocated when I call upon them for help.

L16.3 Adapts Action to Climate and Culture

In my “Leadership Case Study” (Schad, 2019), I paraphrased Edgar Schein’s definition of culture as the assumptions and beliefs shared by an organization to help members understand and respond to their environment. Climate is related to the perception of culture; i.e., how the employees feel about the culture. I identified the role of culture as a challenge for the leader in the hypothetical organization. The climate was one of distrust between subgroups of faculty, staff and administration. Making changes within a climate and culture of conflict breeds conflict, inhibiting progress. A leader needs to continuously monitor culture and determine the best approach for implementing their vision. In the case study, the solution was for the leader to first work on improving the climate within the organization’s culture by fostering communication and collaboration among groups; only then will its members work together to achieve the mission.

L16.4 Considers Priorities and Values of Multiple Constituencies

Healthcare organizations have many internal and external stakeholders. Internal stakeholders include physician and non-physician providers; nurses and certified assistants; administrators and financial officers; and many others. These individuals all come from different levels and types of educational backgrounds and have different perspectives on the care of a patient. External stakeholders include patients, the community, suppliers, third party payers and others.
In the “Leadership Case Study” (Schad, 2019), I investigated the differing needs and perspectives of different organizational stakeholders. I referred to the balance of education for the students versus the need for generating clinical revenue to balance expenses. A leader needs to keep a global perspective towards the organization’s impact on its stakeholders and strategize the most effective means to communicate and rally consensus in achieving their vision.

L18 Process Management and Organizational Design __ Met __ Not Met

L18.4 Understands the Basics of Organization Governance

As discussed in L16.1, a leader needs to understand the source of governance and power within their organization. In the “Leadership Case Study” (Schad, 2019), I discussed the specific interplay of faculty governance on students’ clinical education. Faculty govern the clinical curriculum; the educational experience within an academic setting must be preserved. Realizing that faculty governance does not infer a managerial role also means that decisions surrounding the budget are not governed by the faculty unless there will be an impact on the education.
A leader should be aware of all internal and external sources of governance and the impact they have on the actions of the organization.

L19 Professionalism __ Met __ Not Met

L19.1 Acts Openly and Honestly

Throughout the course, we considered the importance of open, transparent communication as a leader; particularly as we listened to our classmates present their case studies. Many of the analyses of the presented challenges required transparent communication as a part of the solution. Dye and Garman (2015) speak to the competency of earning trust and loyalty achieved through truthfulness, empathy, following through, ethical actions and working in “open, transparent ways” (p.54).
In our discussion board posts and collaborate sessions, we are asked to share openly and honestly. There have been times when I have shared personal insecurities about my future as a leader. Also, in the week seven discussion board, we covered ethics and legalism. Ultimately, I concluded that I first adhere to the law and work within organizational policies, beyond that I am guided by what allows me to sleep at night. I will apply this as a future leader.

L19.2 Promotes Organizational Integrity

Paralleling L19.1, a leader should ensure that their organization also acts openly and honestly. Actions involving all stakeholders should be handled in a legal, ethical and respectful manner. The organization should strive to support and improve the lives of its patients, employees, the community and the professions. In the week 8 discussion board post and Ledlow and Stephen’s, Leadership for Health Professionals (2018, Chapter 11) we considered the key internal and external stakeholders and how an organization works within the relationships in providing effective, efficient and efficacious healthcare.

L19.3 Maintains Social Accountability

Not only should a leader hold themselves personally accountable, this also must be mirrored at the organizational level. A healthcare organization is not just in business, but must also serve its community by adhering to the Hippocratic Oath. I spoke to this in my “Exceptional Leadership Paper” (Schad, 2019). Technology has allowed for increased access to goods and services via the internet. This shifts the patient relationship to ‘caveat emptor’—let the buyer beware—away from ‘do no harm.’ An organization must prioritize its responsibilities to the patient and the community over making a profit. When an organization fails to live up to its responsibilities, it is important that the leader does everything within their power to right its wrongs.

L19.4 Promotes Community Stewardship

Serving the community is an integral responsibility of a healthcare organization. In the “Exceptional Leadership Paper” (Schad, 2019), I discussed healthcare disparities in minority populations. An organization should recognize these disparities and act to reduce them. In the paper, I referenced an article that suggests that diversity within a healthcare organization can draw in minority patients, improving access to care. As a future leaders, I recognize that serving those who need care the most is a valuable means of community stewardship.

L23 Self Development __ Met __ Not Met

L23.1 Seeks Feedback

As I discussed in competency L2.3, a leader needs feedback to both improve both the operations of their organization and their own performance. A leader should welcome constructive feedback to increase their effectiveness. Ledlow and Stephens (2018) discuss methods to assess leadership competencies: meeting objectives, a survey of peers and employees or a 360-degree evaluation. In several of my peer’s case studies, they spoke to these types of evaluations to address leadership performance challenges. In the “Leadership Style Paper” (Schad, 2019), the leader I interviewed used an anonymous comment box to receive honest feedback from her employees.
As faculty, I receive surveys from students and evaluations of my teaching from peers. While it is uncomfortable to receive criticism, it is important to temper our emotional response and look at how it may be used to improve performance.

L23.2 Improves Own Performance

A leader is never done learning. In Dye and Garman’s Exceptional Leadership (2015), every competency includes methods for professional growth. Ledlow and Stephens (2018) said we must first crawl and walk before we can run. In week four’s discussion board post I stated that I progressed from crawling to walking in academia through observing respected faculty, attending educational events and utilized my strengths to become a more effective teacher. A leader can improve their performance by incorporating constructive feedback, attending continuing education and seeking the support of a trusted mentor.

L23.3 Considers the Impact One Has on Others

Throughout this course, many leadership theories and models were explored. Many of which spoke directly to how a leader influences their employees. Albert Bandura’s social learning theory …

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