Exemplar short essays, SWOT analysis. SMART goal and the 8 leadership skills below. (8 leadership skills were given from my lecturer and here is the link of NHS)
https://www.hee.nhs.uk/sites/default/files/documents/Guidelines%20-%20Maximising%20Leadership%20in%20the%20Pre-reg%20Healthcare%20Curricula%20%282018%29.pdf
Leadership skills – out of 8 below , I would like to talk about 3 which you could choose based on this scenario.
8 leadership skills
1-Leading yourself and others at any workspace
2-Openness and accountability in what you are doing
3-Communicating for influence [how are you going to change things within your team /organisation
4-Teamwork as school as you are working
5- Delegation – ability to move the task in the right person/direction the right time, been able to organise everyone into undertaking a part according to their strength in too OR develop their knowledge and skills in particular are and willing to put time and effort to do that.
6-Quality and service improvement – backbone of the clinical experience
7-Managing risk – being careful and taking risks/willing to take the risk at the right time for the right reason.
8-Project planning, monitoring, evaluating and spread.
BEHAVIOUR FORMATIVE MID PLACEMENT COMMENTS SUMMATIVE END OF PLACEMENT COMMENTS
Professional Behaviour
he demonstrates good professionalism and is committed to learning and demonstrates good team work this should continue to be demonstrated and developed throughout the project placement and remain consistent. he has developed her professionalism to an excellent standard and been an excellent team player throughout the 6 weeks this has developed especially in the last 2 weeks
Communication
he communicates effectively and appropriately with her clinical educator and is liaising with OT, 3rd sector organisations and communications/patient information on the team project X has used a variety of methods to communicate her learning and should continue to strive to develop these further. he has developed her communication further in the last 3 weeks showing leadership in the editing of the video and she has communicated with all stakeholders very well. X presented the web pages very well in the final presentation.
Risk Management
He has complied with NHSL sharing of information procedures and safe information handling while carrying out her project based placement and should continue to be aware of this throughout the project. He has filmed and produced the passive movement video as well as playing a part as a model and educator, she has completed her web pages on functional activity, and all have been done in conjunction with patient info standards and are ready to be published
Assessment
He has used research methods and has looked into functional assessment in neuro conditions. You should continue to develop her section in the web page throughout the placement and demonstrate passive movement skills in DVD. He used all research methods available to her and used a variety of sources and techniques to develop her passive movement skills in the video.
Analysis and Planning
He has used PDSA approach and model to plan her project with the team and is considering all research methods and is continuing to analyse the importance of function in relation to neuro conditions. With some help and guidance, he was able to produce educational / patient information web pages on functional activity and liaised with stakeholders and team members in the process
Intervention
He is developing her health promotion skills and able to present her health promotion finding to the team and has started inputting He demonstrated good handling skills in the passive movement video and has become an effective health educator on neurological conditions and their physiotherapy management
Evidence
Based Practice
He is considering all research and documented evidence available on the management of neuro conditions and is using this as a basis for her evidence-based approach to project design and management this will continue to develop throughout the placement He used a lot of available evidence to complete her web pages to further improve in the future always look at outcome measures which can be used to monitor functional activity the achievement chart developed by the team is one option. Well done you and we hope you can take the learning forward with you in your future career and good luck for the future.
The CSP has both an organisational vision and mission for physiotherapy:
To transform lives, maximise independence and empower populations
To transform the health and wellbeing of individuals and communities by empowering our members and exerting our influence
(CSP, 2020)
This module allows students to reflect on the role of their own profession and its contribution to the provision of leadership in quality care. Consideration is afforded to the impact of leadership on quality from a professional, inter-professional, political and policy context.
This critical essay component allows the student to demonstrate their knowledge and understanding of critical reflective theory, whilst using and refining their leadership skills.
Through your experience on placement and in undertaking a project related to service development, you will have been able to use a variety of leadership models and skills related to both personal and organisational development.
The purpose of this critical reflective essay is to allow you to demonstrate the following two module learning outcomes:
Critically appraise and apply different theories of reflective practice
Critically reflect upon and evaluate your leadership skills during your practice-based learning experience
Part 1 (1000 words)
Please start with importance of reflection in my personal and professional development, then introduction of these reflective models which are GIBB’S, KOLBS and Borton’s followed with pros and cons of all 3 (pros and cons can be on the table which will not be counted on the word count). Then justify that I will be using Borton’s as it suits my situation/reflective scenario.
You are asked to critically appraise the theories of reflective practice and evaluate your leadership skills you have been studying during this model.
You are expected to introduce the need for reflection for personal, professional and organisational development.
Theories and frameworks around reflection in practice should be considered; you should justify clearly your final choice of reflective tool/framework for Part 2 of the essay.
You are expected to also evaluate your own leadership skills using an appropriate evaluation tool (i.e. SWOT).
You should consider the need for personal and organisational leadership, the possible benefits towards service development and ultimately client-centred care.
Theories around change management, evaluation of practice and quality improvement should be included. The relationship of professional development in an ever-changing world and its influence on the vision for future physiotherapy practice should be explored.
Your critical review should provide a brief conclusion. You may wish to consider:
Why is reflection important in your personal and professional development?
What reflective theories/frameworks are most relevant to physiotherapy practice?
Does reflection in learning develop your level of understanding and in what way does it influence your practice?
Which of these theories/frameworks is most effective for me and why?
Do you have any barriers with this strategy for learning?
What theories do you feel work best in health & social care settings and why?
What type of leadership style or theory do I most associate with and why?
What are the challenges and benefits to my style of leadership?
How do I as a leader influence change in practice and service development?
MARKING
Critically appraise and apply different theories of reflective practice (40 marks)
Exceptional critical appraisal of the theories of reflective practice for personal, professional and organisational development.
Clear and appropriate justification of the final choice of reflective tool/framework.
Exceptional application of chosen tool in reflecting on a ‘concrete moment’ in practice-based learning.
Part 2 (in the region of 1000 words)
Using your justified model of reflective writing from Part 1 (eg. Borton) you are to critically reflect on your application of leadership skills during your practice-based learning placement. Provide a brief account of a “concrete moment” which highlight these reflections.
On writing this reflective account, consider:
What leadership have you experienced in practice and how effective was it?
What happened and how did it make you feel at the time?
What are your strengths and weaknesses in applying leadership skills?
Use your personal analysis (i.e., SWOT) in relation to the development of your leadership skills
Have you experienced any difficulties in trying to excerpt your influence through leadership strategies in your practice-based learning placement?
What was the impact of this learning moment on you, others around you and the organisation itself?
What could you have done differently and why?
What personal and professional leadership aspects do you feel you need to develop to meet the CSP mission and vision of transforming lives?
How will you progress these learning and development needs (demonstrate this through an action plan using the principles of SMART goal setting)?
Action Plan for future personal development
10 marks
Exceptional knowledge of a range of relevant concepts and principles. SMART Goals clearly outlined with information contextualised consistently within a broader framework. Sustained, clear, logical balanced information.
e.g., ‘I will complete ‘a risk worth taking’ module on SSSC webpage. This module takes approximately an hour and I have allocated it in my calendar to be completed on 18.01.2021 at 17:30.
One of mine is like that i just said within 4 weeks so to aid my upcoming placement
MARKING Critically reflect upon and evaluate your leadership skills during your practice-based learning experience (40 marks)
Exceptional evaluation of your leadership skills. Consideration is given to the need for personal and organisational leadership, the possible benefits towards service development and ultimately client-centred care.
Exceptional critical reflection upon your application of leadership skills during your practice-based learning experience.
8 Leadership goals
1-Leading yourself and others at any workspace
2-Openness and accountability in what you are doing
3-Communicating for influence [how are you going to change things within your team /organisation
4-Teamwork as school as you are working
5- Delegation – ability to move the task in the right person/direction the right time, been able to organise everyone into undertaking a part according to their strength in too OR develop their knowledge and skills in particular are and willing to put time and effort to do that.
6-Quality and service improvement – backbone of the clinical experience
7-Managing risk – being careful and taking risks/willing to take the risk at the right time for the right reason.
8-Project planning, monitoring, evaluating and spread.
SWOT
Strengths,
ask yourself some key questions. What advantages do you or your organization have? What do you do better than anyone else? What do people in your market see as your strengths?
Weaknesses
ask yourself what could you improve? What should you avoid? What factors lose you sales? What do outsiders see as your weaknesses?
Opportunities
What interesting trends are you aware of? What advantages might arise from changes in technology, government policy, social patterns, and the like? And – this is really important – what options do your strengths open up for you?
Threats.
Ask yourself what obstacles you or your organization face. What is your competition doing that you should be worried about? Do you have bad debt or cash-flow problems? And what threats do your weaknesses expose you to? When you’re making your lists, be precise and prioritize, so the most important points are at the top.
INTERNAL – S&W
EXTERNAL -O&T
Strengths
– Good communication/listening skills
– Ability to work well under pressure and ask for help if required
– Effectively balance home and work life
– Good at remaining organised and on-top of workload
– Keen to learn
– Able to act upon and accept guidance and feedback
– Effective at note taking and writing clearly
– Can build a good rapport with patients
– Able to implement patient and my own safety
Weaknesses
– Thinking about resources of information – x-rays, nurses, doctors etc
– Only seen the acute side of spinal injuries
– Linking my treatment options back to the research I have read
– Thinking about long term/short term goals for each patient
– Remembering to do objective measures with patient and compare these throughout rehab
Opportunities
– Spinal injury rehab
– Rehab of Polyneuropathy such as GBS/CIDP
– MDT approach/holistic rehab
– Hydrotherapy
– Group work
Threats
– Pressure from the family/friends/carers of a patient
– Time constraints
– Physical/emotional challenges when dealing with patients
Emotioal/agitated patients with pain etc
SMART
Specific (simple, sensible, significant).
Measurable (meaningful, motivating).
Achievable (agreed, attainable).
Relevant (reasonable, realistic and resourced, results-based).
Time bound (time-based, time limited, time/cost limited, timely, time-sensitive).
1. Specific
Your goal should be clear and specific, otherwise you won’t be able to focus your efforts or feel truly motivated to achieve it. When drafting your goal, try to answer the five “W” questions:
What do I want to accomplish?
Why is this goal important?
Who is involved?
Where is it located?
Which resources or limits are involved?
Example
Imagine that you are currently a marketing executive, and you’d like to become head of marketing. A specific goal could be, “I want to gain the skills and experience necessary to become head of marketing within my organization, so that I can build my career and lead a successful team.”
2. Measurable
It’s important to have measurable goals, so that you can track your progress and stay motivated. Assessing progress helps you to stay focused, meet your deadlines, and feel the excitement of getting closer to achieving your goal.
A measurable goal should address questions such as:
How much?
How many?
How will I know when it is accomplished?
Example
You might measure your goal of acquiring the skills to become head of marketing by determining that you will have completed the necessary training courses and gained the relevant experience within five years’ time.
3. Achievable
Your goal also needs to be realistic and attainable to be successful. In other words, it should stretch your abilities but still remain possible. When you set an achievable goal, you may be able to identify previously overlooked opportunities or resources that can bring you closer to it.
An achievable goal will usually answer questions such as:
How can I accomplish this goal?
How realistic is the goal, based on other constraints, such as financial factors?
Example
You might need to ask yourself whether developing the skills required to become head of marketing is realistic, based on your existing experience and qualifications. For example, do you have the time to complete the required training effectively? Are the necessary resources available to you? Can you afford to do it?
Tip:
Beware setting goals that someone else has power over. For example, “Get that promotion!” depends on who else applies, and on the recruiter’s decision. But “Get the experience and training that I need to be considered for that promotion” is entirely down to you.
4. Relevant
This step is about ensuring that your goal matters to you, and that it also aligns with other relevant goals. We all need support and assistance in achieving our goals, but it’s important to retain control over them. So, make sure that your plans drive everyone forward, but that you’re still responsible for achieving your own goal.
A relevant goal can answer “yes” to these questions:
Does this seem worthwhile?
Is this the right time?
Does this match our other efforts/needs?
Am I the right person to reach this goal?
Is it applicable in the current socio-economic environment?
Example
You might want to gain the skills to become head of marketing within your organization, but is it the right time to undertake the required training, or work toward additional qualifications? Are you sure that you’re the right person for the head of marketing role? Have you considered your spouse’s goals? For example, if you want to start a family, would completing training in your free time make this more difficult?
5. Time-bound
Every goal needs a target date, so that you have a deadline to focus on and something to work toward. This part of the SMART goal criteria helps to prevent everyday tasks from taking priority over your longer-term goals.
A time-bound goal will usually answer these questions:
When?
What can I do six months from now?
What can I do six weeks from now?
What can I do today?
Example
Gaining the skills to become head of marketing may require additional training or experience , as we mentioned earlier. How long will it take you to acquire these skills? Do you need further training, so that you’re eligible for certain exams or qualifications? It’s important to give yourself a realistic time frame for accomplishing the smaller goals that are necessary to achieving your final objective.
Exemplar sections from the Formative essay.
Please note these are not the same questions as the final essay and therefore should be used as templates and not absolute answers.
Example of relating to clinical practice (while this could be done a bit more explicitly it was one of the few examples we saw in the essays)
While we were communicating through our own channels, MS Teams, Whatsapp, Office 365 etc, we were not showing our practice educators that we were working together. From their perspective, the only work they knew we were doing together was at the weekly MS teams meeting, where we presented what we had been doing during the week.
At first, it seemed like a problem we had to fix simply to cover the learning outcomes required for the placement. However, on reflection, we realised that the reason it was chosen as a learning outcome was because it will be useful in future practice. Without clear documentation of our work, we could not only show our value but get constant constructive feedback on what we could improve.
Example of good evaluation, reflection and referencing (while a good section it would have been improved if they referred back clearly to the leadership skill in question i.e. ‘communicating for influence’)
Initially, within the group, there was conflict of leadership styles as some members took an autocratic approach, whilst others favoured a more democratic style. Having two different leadership styles utilised within the group hindered effective communication as not all member’s views were heard – a disadvantage of autocratic leadership that Khan et al. (2015) identified. A negative aspect of this moment was that tension built up over a few days as there was a hesitance within the team to confront the situation, reducing the effectiveness of the team. Samarakoon (2019) mentions that autocratic leadership requires one team member to take on all the responsibility during decision making. We felt that this was not an appropriate leadership style as the project required team members to share their own creativity and initiative, which are encouraged through democratic leadership (Samarakoon, 2019).
Example of a good action plan (Ideally this would be more clearly aligned to the SMART principles, but there was a nice reference. This was almost another full reflective cycle, which was very nice but maybe not fully necessary for this formative. A nice well-reasoned plan with consideration and evaluation discussed also.)
Moving forward, we created an action plan following the process of SMART goals, which motivates goal achievement and allows for self-monitoring (Ford, 2017). This entailed producing a roster that allocated a different team member as leader each day, allowing for shared leadership and equal opportunities for contribution, which is associated with positive teamwork outcomes (Wang et al., 2014). After a week of using the roster we discussed and gave peer feedback which led us to the conclusion that this had been an effective measure. As a result, we decided to continue this practice on a weekly basis until the end of the 6-week project placement.
Example of good critical review and evaluation – this was a really good essay, it uses communication theory and links it to clear actions by the team. This was easy to award marks to NB: I have edited/re-organised this exemplar slightly for ease of review/example.
To challenge this perception, we used the influencing strategy of investigation (Baker, 2015).
The use of this influencing strategy was successful. We researched the clinical evidence to support eccentric exercises and had a comprehensive plan to feed this back to our PE. The use of evidence allowed us to be impersonal which was an effective strategy (Hargie, 2017). We anticipated potential objections to our proposal and prepared our answers for them. This forward planning increased our confidence which in turn made us more effective influencers (Carroll, 2020).
As a team we knew who was going to say what.
This created what Weightman (1999) refers to as a ‘controlled environment’ which enables effective communication.
All team members had their cameras on during the video call and demonstrated positive non-verbal communication cues to show active listening and assent.
While we had not planned this, it showed us that to effectively communicate for influence, it is beneficial to communicate using both verbal and non-verbal methods.
This could be because different people understand and respond better to different communication strategies (Hargie, 2017).
Our team was able to successfully communicate for influence using the influencing strategy of ‘investigation’ (Baker, 2015).
We naturally used different communication strategies and learned from each other the benefits of these.
We also gained confidence from feeling prepared for our meeting. We will ensure to apply this experience into future practice.