For this Assignment, you will use the results of the leader assessments( Attached Below) from Week 1 to make inferences about the personality traits, cognitive abilities/skills, and aspects of emotional intelligence that you may need to develop to be successful in the leadership role you identified.

You also will create one SMART goal for developing one specific personality trait, cognitive ability/skill, or aspect of emotional intelligence; identify two learning activities for achieving your goal; and explain how you will assess your achievement of the goal.

To Prepare for this Assignment:

• Review this week’s Learning Resources. Recall how personality traits, cognitive abilities and skills, and emotional intelligence contribute to effective leadership.
• Revisit the results of the leader assessments you completed last week. Identify one personality trait, one cognitive ability or skill, and one aspect of emotional intelligence you need to develop to be successful in the leadership role and organization you identified.
• Pay particular attention to the examples of goals, learning activities, and measurement strategies.
  • Read the resource below (LeadershipDevelopmentResourceAid)  entitled “SMART Criteria” and the chapter, “How to Set Development Goals.” Consider how to write leader development goals that are specific, measurable, attainable, relevant, and timely. Then, write one SMART goal to further develop a specific personality trait, cognitive ability/skill, or aspect of emotional intelligence that you need to develop to be successful in the leadership role and organization.
  • Peruse the other resources and identify one on-the-job activity, one mentoring, coaching, or feedback activity, and one classroom-based activity you would engage in to achieve your goal.
  • Find an article (peer reviewed) that relates to evaluating Leadership Development Programs.and consider the methods you would use and data you would collect to assess whether you achieved your goal. Be sure to focus on Level 3 (Application and Implication) and 4 (Results or Business Impact) of the evaluation framework that is attached.

    1

    Leader Development Plan Instructional Aid

    By Day 7 of Week 4, you will submit a personal Leader Development Plan based on a leadership role of interest to you. Listed below are the major components of the plan along with a detailed explanation of each. Assess your strengths and limitations. Keep in mind that even the best leaders have limitations and can benefit from leader development; therefore, finding that you also have some limitations is perfectly normal. With that said, good leader development plans include targeted activities to develop strengths and manage limitations. For example, a highly introverted leader might engage in activities to improve active listening, a skill that comes more naturally to introverts, with the end goal of forming stronger bonds with colleagues. This leader may also engage in development activities to overcome discomfort related to networking, a skill that comes more naturally to extroverts. Therefore, the chosen development activities are not intended to turn an introvert into an extravert, but rather to build on existing strengths and find ways to manage limitations. Create SMART Goals. SMART goals are those that are specific, measurable, attainable, relevant, and timely. An example of a SMART goal is: Apply active listening skills to interactions with the CFO, COO, and CIO during one-on-one meetings over the next 2 months. Conversely, an example of a poorly written goal is: Improve relationships with colleagues. Identify development activities. Use the 70-20-10 approach as a guideline for your Leader Development Plan.

    • 70% of your development activities should be on-the-job learning (e.g., participating in challenging assignments that allow you to apply leadership knowledge and skills);

    • 20% should be learning through coaching, mentoring, and feedback, and;

    • 10% should be formal, classroom-based learning. Please note the above percentages are approximations only. You are not required to adhere to the exact percentages. Just be sure that most of your development activities occur on the job, some occur through mentoring, coaching, and feedback, and very few occur in a classroom setting. Identify action steps you will take to complete the development activities. Action steps may include contacting a supervisor or colleague about a project you think would help develop your leadership skills, scheduling a meeting to receive feedback on how well you applied specific leadership skills, or registering for a leadership workshop. Identify resources you will need to complete the development activities. Resources may include time, cost, and leadership resources. Identify the timeline for completing the development activities. Be sure to indicate a specific and realistic date by which you will complete the leader development activities.

     

     

    2

    Identify methods and data to assess your achievement of SMART goals. To assess your achievement, focus on measuring how well you apply your knowledge and skills while on the job and/or the business results from doing so. Consider the following examples: You could ask your supervisor to observe you applying strategic thinking skills to determine whether you have mastered that skill. You could engage in 360- degree feedback where your colleagues and employees provide input about your improvement. You could keep track of the number of business deals you make as a result of your improved networking skills and the subsequent profit of those business deals.

     

     

     

    3

     

    You are encouraged to use the following table and examples to guide your thinking as you develop your plan. It may be

    useful to include similar tables depicting your Leader Development Plan in the appendix of your paper; however, the

    tables will not count towards the total page count.

    Goal #1 Suppose your assessment results indicate that you need further development in transformational leadership. According to Northouse (2018), an important aspect of transformational leadership is individualized consideration, that is, listening to followers’ needs and assisting followers with their growth and development. Therefore, a leader development goal could be: Apply coaching and mentoring skills to employees as they complete assigned tasks and projects to further their development.

    On-the-Job Learning

    What on-the-job learning activities will you complete to achieve your goal?

    • Hold bi-weekly, one-on-one meetings with each employee to learn more about their needs and goals.

    • Delegate tasks or projects to each employee based on their goals.

    • Use coaching and mentoring skills to help employees successfully accomplish assigned tasks and projects.

     

    Learning Through Coaching, Mentoring, and Feedback

    What learning activities will you complete with the help of others?

    • Ask a transformational leader who has strong coaching and mentoring skills if I can observe him or her coaching and mentoring employees.

    • Invite the leader to attend three of my one-on-one meetings with employees and give me feedback on my coaching and mentoring skills.

    Formal, Classroom-Based Learning

    What formal, classroom-based activities will you complete to achieve your goal?

    • Attend a workshop called, “Coaching Essentials,” developed by the Ken Blanchard Companies.

    Action Planning

    What action steps do you need to take to complete the activities?

    • Schedule bi-weekly meetings with each employee.

    • Identify upcoming tasks or projects to assign to employees.

    • Identify a transformational leader within the company who has strong coaching and mentoring skills. Contact him or her to schedule observations.

     

     

    4

    • Complete some pre-reading on coaching and mentoring.

    • Register for coaching workshop.

    Resources

    What resources or help will you need to complete the activities?

    • Two hours of employee time per month to participate in one-on-one meetings.

    • Fourteen hours of my time per month to hold one-on-one meetings with each of the seven employees.

    • Additional time, as needed, for coaching and mentoring outside of scheduled one-on-ones.

    • Three hours of my time to observe the transformational leader and two additional hours to discuss his or her feedback after observing me.

    • Ten hours to complete the following pre-reading about coaching and mentoring: o Emelo, R. (2015). Shift your focus with modern mentoring. Talent Development, 69(9), 36–41. o Grant, A. M., & Hartley, M. (2013). Developing the leader as coach: Insights, strategies and tips

    for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice, 6(2), 102–115.

    o Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring. London: Routledge.

    • Six hundred dollars and eight hours to attend coaching workshop.

    Timeline

    What is the timeline for completing the activities?

    • Complete pre-reading and attend workshop by June 30th.

    • Observe leader by July 15th. Ask the leader to observe me in three meetings on September 15th.

    • Schedule to one-on-ones to begin on August 1st.

    • Assign tasks and projects by August 15th.

    Measurement

    How will you measure whether you achieved your goal?

    • Work with Human Resources to develop a survey that assesses employee perceptions of the degree to which they feel supported in their individual development and growth. Ask Human Resources to administer the survey before and after I complete the leader development activities.

    • Obtain feedback from the leader who observed me in one-on-ones regarding how well I applied coaching and mentoring skills.

    • Obtain a certificate of completion from the coaching workshop I attended.

NSTRUCTIONS:  In this 3-5 page paper, you will identify and discuss personal attitudes, values, behaviors, and experiences that may impede or enhance your ability to do crisis work.  Your paper must reflect accurate and supported knowledge of effective crisis worker characteristics and the dynamics of counselor burnout, vicarious traumatization, and compassion fatigue.  You will use the course readings, the assigned chapter below, and at least 2 professional journal articles dealing with counselor burnout, vicarious traumatization, or compassion fatigue.  Cite all references in the Outline and References Assignment in APA and use the alphanumeric outline format posted in the Paper Information folder in Blackboard under Course Information.  Cite all references and format the rough draft and final paper using APA style.  NOTE:  The page length above does not include the title page, reference page, or any appendices you may use.

James, R. K. (2008).  Human service workers in crisis:  Burnout, vicarious traumatization, and   compassion fatigue.  In Crisis intervention strategies (pp.530-562).  Belmont, CA:    Brooks/Cole, Cengage Learning.

Reminder:  This self-assessment must be informed by the course concepts, the assigned   reading, and at least 2 professional journal articles as described above.

Running head: MANAGEMENT OF CRISES 1

MANAGEMENT OF CRISES 3

 

 

 

 

 

 

 

 

Management of Crises

Kandra Thornton

Professor Lesyk

 

 

 

 

 

Dealing with A Crisis

I. What Is A Crisis?

A. What types of crisis are there?

B. ________________

1. What personal qualities or characteristics might enhance your ability to be an effective crisis worker?

2. What personal qualities or characteristics might impede your ability to be an effective crisis worker?

II. What Career Path Do You Want to Pursue?

A. What kind of crisis you might run into in this field?

A. How you will help patients with their crisis?

1. How might your profession hinder your ability to act efficiently?

2. How might your profession enhance your ability to act efficiently?

III. What is Burnout, Vicarious Traumatization and Compassion Fatigue?

A. What feelings, attitudes, motives, and/or expectations might increase your risk for burnout?

B. What are some preventative and restorative measures you can take to address vicarious traumatization that is most likely to work specifically for you?

C. What are some preventative and restorative measures you can take to address compassion fatigue that is most likely to work specifically for you?

 

1. Overall, do you think you’re fit to be a crisis worker, or handle a crisis effectively?

Management of Crises

We must have at one time found ourselves in some situations which are dangerous and require effective decision making to help solve the issue. These are usually stressful times in one’s life that are in turmoil experiencing rough times that make it difficult to carry on with their normal daily activities. There are different types of crises that one is bound to experience in their lives, these are such as natural crises, financial crises, technological crises and the crises of malice. These are usually devastating situations that if not properly managed then the situation might be worse and beyond the management of the situation if not managed as fast as possible (James, 2008).

Management of these crises requires individuals that have the right attributes which can ensure that one effectively manages the situation before the situation becomes worse. Self-awareness, for instance, is a key attribute that I possess. This requires that one understands oneself such that raising their dark sides of life does not necessarily affect them negatively. A crisis manager should also be nonreactive as there are many situations that such an individual is bound to face and being unreactive only helps in the provision of the best solution (Kanel, 2018).

However, some attributes might impede me from being an effective manager of the crises. For instance, being a judgmental crisis counselor might be difficult for me to solve crises issues; this is because while listening to the crises I might make an early judgment which would result in not solving the crises. I am sometimes judgmental to others depending on the situation. This might be able to help in effective solving of the situation as the other part of the situation would only make the situation worse. Another attribute would be tolerance, my tolerance level is low most of the time. I constantly get mad at this when people don’t understand what I’m saying to them. A counselor who is unable to tolerate all the challenges and the crises that he/she handles might pile up in one`s life and make it intolerable to survive in such an environment.

I intend to venture into a Disaster Management career. This is because I believe that I have acquired the right skills and knowledge appropriate for crisis management. There are various crises that are bound to face during the execution of my duties. These are such as natural crises like an earthquake, flooding, and drought. There are also technological crises like security data breach and social engineering practices that I might face in the process of discharging my duties (James, 2008). There is also the likelihood of experiencing workplace violence that might arise due to different ideologies among the employees. Therefore, for the organization to smoothly run I must always be alert on these crises and be in a position to effectively solve the prevailing situation.

I will be able to help patients solve their situation in different ways depending on the kind of crises that we might be facing. For instance, the measures taken against fire outbreaks are different as those used in cases of flooding, and earthquake, however, the main goal is to ensure that their assumption of duties as fast as possible. If a patient experiences a fire and their house burns down, if I can’t have them stay at my house personally, I will have pamphlets with steps to do next, shelter numbers, insurance claims numbers etc. Same for flooding or earthquakes. But in those cases, I would also include Red Cross.

As a crisis manager, I don’t think that there are possible ways that would hinder me from discharging my duties as a disaster manager (James, 2008). Instead, I will be in a position act efficiently as I will use the knowledge and skills acquired in school into direct solving of crises facing the facility. Therefore, by the use of all the available resources at the facility I will be able to gain the required experience and skills that would make me more effective in the management of crises.

Burnout is usually the state of prolonged stress that results in physical, emotional and mental exhaustion of an individual. Then vicarious traumatization is usually the transformation of the self-trauma which results from empathic engagement with the traumatized individuals. On the other hand, compassion fatigue is the charitable appeals on behalf of those suffering that take place when there is an increased frequency of similar cases. Burnout is usually experienced at the workplace when there is a mismatch between people`s needs and the opportunities that arise at the workplace, these are the major feelings and motives that lead to burnout (Kanel, 2018). However, managing vicarious traumatization can be effectively done by having in place a healthy lifestyle that results in physical wellness. While for the case of compassion fatigue I can be able to manage the situation by being trained on the best ways to manage the situation and engage in outside hobbies that would result in making me feel relaxed.

Overall, I believe that I have what it takes to make me an effective crisis worker; this is because all the important attributes that are required for an effective crisis worker I possess them. For instance, I have self-awareness ability that has made me understand me and put me in a situation that I can always be able to manage any situation that I face. I have also the ability to understand my past and there are limited chances that an individual can use my past to make it my downfall. Finally, I have also been trained and acquired some of the best skills and knowledge that are required in the management of the crises that facilities face.

 

 

References

James, R. K. (2008). Human service workers in crisis: Burnout, vicarious traumatization, and compassion fatigue. Crisis intervention strategies (pp.530-562). Belmont, CA: Brooks/Cole, Cengage Learning.

Kanel, K. (2018). A guide to crisis intervention (6th ed.). Boston, MA: Cengage Learning.