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personal profile document

First, review the personal profile document completed at the time of admissions. Based upon this review, identify any information that needs to be updated, modified or changed to be reported in the updated personal profile document. Then record the values from the original profile document for each of the five ACHE leadership domains and then do the same for the current assessment of each of these domains and enter that value on the profile form. Write an explanation for the comparison between the initial profile value and the current profile value even if there is no difference between the two values. This explanation is an interpretation about this comparison as viewed by you.

Personal Profile

Student

University

Personal Profile

Some elements in my personal profile document completed at the time of admissions have changed. The changes range from my expectations about what I can gain from the study program to new skills acquired since admission.

I have experienced a positive change in my critical thinking and problem-solving abilities. I am more adept at establishing connections between new concepts learned to real-world scenarios than at admission. Unlike before, I can also comfortably use a multi-disciplinary approach to solving problems as I continue to grow my knowledge in various fields. As a result, I am confident that I have become better at critical thinking, problem-solving, and decision.

In my profile, I had given little weight to the role of contributing to community development through voluntary participation in community services and other similar engagements. New knowledge and experiences have shaped my views on volunteering and community service. I believe this activity is an important aspect of learning and development. As a result, I participate more in such activities with the goal of making positive contributions to the community while acquiring skills and knowledge useful in the current workplace. The change in perceptions about engagements with other people, whether classmates, colleagues or customers, is driving my new-found enthusiasm in volunteering.

My long-term goals have changed to reflect new experiences, knowledge, and skills gained since admission. My interest in leadership has grown significantly, and I aspire to use my leadership skills to achieve change in the healthcare environment. I believe that leadership skills will play a central role in my career. I intend to constantly improve and refine my leadership skills to enhance my career going forward.

A comparison between the values of the five ACHE leadership domains for my initial profile and the current profile indicate a change in proficiency in leadership, professionalism, and communication and relationship management as shown in appendix 1. The values for knowledge of the healthcare environment and business skills and knowledge remained about the same.

The change in leadership proficiency is largely due to my heightened interest in acquiring leadership skills. New knowledge on leadership and the implications of this domain for my career has evoked a greater interest to become an effective leader. This interest has driven my search for new knowledge and skills in the domain, leading to the improved score. The improved score also resonates with the augmented critical thinking and problem-solving skills. The changes in professionalism and in communication and relationship management are connected to increased engagement in community work and increased participation in teamwork. The values for business skills and knowledge, and knowledge of the healthcare environment remained the same perhaps due to a gap between the knowledge and skills I have, and narrowly-focused real-world experience.

Appendix

Appendix 1: ACHE leadership domain scores

Initial profile

Communication and relationship management: 3

Leadership: 2

Professionalism: 3

Knowledge of the healthcare environment: 4

Business skills and knowledge: 4

Current profile

Communication and relationship management: 4

Leadership: 3

Professionalism: 4

Knowledge of the healthcare environment: 4

Business skills and knowledge: 4

Proficiency Status

Student

University

Proficiency Status

I fall in the competent level in the ACHE competency assessment tool. The scores vary across the five domains, suggesting room for improvement in the areas with low or moderate performance, leadership, communication and relationship management, and professionalism.

My lowest score is in leadership, specifically as pertains to leadership skills and behavior. I have acquired change management skills and quickly adapt to new organizational environments as indicated by the score in relevant leadership elements. While these foster my leadership abilities, they do not render me an expert in this domain. The central role of leadership in the ACHE framework suggests a need to focus more on this domain to improve my proficiency.

My moderate scores in communication and relationship management and professionalism also show room for improvement. I am committed to life-long learning as regards professionalism, but I need to do more for the community to enhance my proficiency in communication and relationship management. My highest scores are in the knowledge of the healthcare environment and business skills and knowledge domains. I am constantly growing my knowledge of the healthcare environment by keeping abreast of relevant trends. I have a sound background of business concepts and strive to apply them in healthcare to improve the quality of care and reduce costs. My desire to make meaningful change in healthcare drives my search for new knowledge in business. This interest is reflected in the high scores in the two domains.

The low score in leadership performance proficiency is worrisome given that successful leadership is essential to the success of an organization (Parris & Peachey, 2013). The prevailing complex ad fast-paced business environment calls for performance proficiency in change management. The issues of diversity and globalization suggest the need for an expert level performance proficiency in professionalism as well as communication and relationship management. The moderate scores in these domains indicate a gap and unrealized potential. The expert level performance proficiency in knowledge of the healthcare environment, and business skills and knowledge are in line with the demands of the modern organization. Areas such as evidence-based practice in nursing benefit from advanced knowledge of the healthcare environment. An expert level performance proficiency in business skills and knowledge is essential in addressing critical issues related to cost and quality of healthcare. The high performance proficiency in these two domains, however, is undermined by the low and moderate scores in the other domains, especially leadership. This domain is unique in that it influences all the other domains and plays a central role in organizational success.

Performance proficiency is acquired and nurtured in various ways. This observation resonates with the view that successful leadership and management behavior is largely an acquired trait. My education and experience in the domains have had a defining role in my performance proficiency.   Workplace experience, including endeavors to build relationships with colleagues, business partners, and clients has influenced all the leadership and management domains. Education has had a major bearing on my knowledge of the nursing environment.

The current proficiency status implies a gap in my standing that calls for deliberate efforts to address. I identify with the transformational leadership style, but I have gaps to fill to be a successful transformational leader and an expert in this domain. I can improve my relationship management proficiency status through greater participation in voluntary service initiatives in the community to understand and connect with the diverse population. My current performance proficiency status is not ideal, but it offers me the opportunity to improve and achieve the expert level by improving on specific areas.

Reference

Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts. Journal of business ethics113(3), 377-393.

Project Thesis section three deals with understanding changes in your personal profile from the time you were admitted into the masters program to today. Title this section: “Changes in Competency Assessment”. Examine what was reported in the up dated personal profile report done for Module 3. Based upon this analysis, develop this section that compares data collected for each of the five ACHE leadership competency domains. Each domain needs to be examined and interpreted by reviewing the value score from the original profile and the value score from the current profile. There will be two possible results from this comparison: 1. the two scores are unchanged or changed slightly; and 2. the scores are changed at a value of 1.0 or greater. In either case, an interpretation is needed to discuss what this means for competency assessment of the domain.

Two other points need to be discussed along with the value score comparisons. First, report on what represents an overall trend in competency proficiency by viewing all five of the ACHE leadership domains as a complete package of healthcare administrative performance. Second, discuss the significance of the domain competency ratings on your future career goals and objectives.

Changes in Competency Assessment

University

Student

Changes in Competency Assessment

I experienced changes in competency assessment for three of the five leadership domains in my current profile compared to the one provided at admission. The changes occurred in communication and relationship management, leadership, and professionalism. The value scores for knowledge of the healthcare environment and business skills and knowledge remained unchanged. The overall competency value score increased from 3.2 at admission to 3.8 currently.

My profile value score for communication and relationship management changed by +1.0 from 3 at admission to 4. The significant change in the value indicates a significant improvement in competency in the domain. The updated score suggests an improvement in competency in communication with colleagues and customers, establishing and maintaining relationships, and fostering group performance through enhanced negotiation and interactions. The domain score changed in line with the overall trend in my proficiency competency. The improvement in this domain represents a major step towards my objective of achieving effective interaction with patients, colleagues, and other stakeholders in the healthcare environment.

The value score for leadership changed from 2 to 3, representing a change of +1.0. The change represents a significant improvement in a domain where I had the lowest competency level as indicated by the initial value score of 2. The positive change in the domain implies an improvement in competency that transcends this specific domain. ACHE (2019) notes that the leadership domain intersects with each of the other domains in the model. Accordingly, a change in this domain has a multiplier effect on the change in the overall competency. This observation implies a greater role for leadership in the competency assessment model. The change in this domain resonates with the overall trend in my competency proficiency. The positive change has major implications for my future career goals and objectives. I see leadership as being central to my desire to contribute towards better healthcare systems.

The updated value score for professionalism indicates a change of +1.0 from 3 at admission to 4.  This is a significant change and resonates with the changes observed in the value scores for leadership and communication and relationship management. The change suggests an improvement in competency in the domain, covering areas such as accountability, professional development, and service to the community. Similar to the case for the previous two domains, the change in this domain suggests the ability to improve competency in the area by acquiring new knowledge and experience. The +1 change in the domain is also in line with the overall trend in my competency proficiency. The rating is important for my future goals because it resonates with my plan to operate within professional standards and guidelines throughout my career.

The value score for knowledge of the healthcare environment remained unchanged at 4. The score implies my competency in the domain remained about the same. The unchanged score implies the initiatives undertaken since admission were irrelevant or ineffective as regards the domain. Perhaps the results would have been different if my efforts during the period had targeted acquiring new knowledge on issues that are relevant to this domain, including healthcare systems and stakeholders in the healthcare environment. The unchanged rating in this domain does not reflect the overall trend in my competency proficiency. Alongside leadership, the rating in this domain is critical for the success of my future career goals and objectives. I believe that I need to achieve the highest rating in this domain to achieve my goal of enacting positive change in healthcare systems in my bid contribute towards the well-being of the society.

Similar to knowledge of the healthcare environment, the business skills and knowledge domain did not see a change in the competency score level. This scenario suggests I did not experience a significant change in my business skills and knowledge and the ability to apply the knowledge and skills to the healthcare environment. The unchanged score does not reflect the overall trend in my competency proficiency. A high rating in this domain will help me achieve my future career goals by enabling me to contribute towards the societal quest for better healthcare by utilizing practical business concepts to address perennial issues such as the cost and quality of care.

Reference

ACHE (2019). ACHE Healthcare Executive 2019 Competencies Assessment Tool. Retrieved from https://www.ache.org/career-resource-center

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