Assignment:
Respond to at two of your colleagues’ postings that contain a perspective other than yours. 
NO PLAGIARISM 
2–3 paragraphs in length
Discussion 1: Affinity Group Introductions

Affinity groups provide individuals with opportunities to share interests and experiences. For much of this course, you will be working within an Affinity Group composed of students that are working on a similar project track. For the Discussion in this and following weeks, select the Affinity Group discussion link that aligns with the Capstone Project track you choose—Proposal Track or Research Paper Track. For more information about the Capstone Project, refer to the Assignment 1: Beginning the Capstone Project section of this page and the Course Information page. Post your brief introduction there, as well as an explanation of your area of interest. 

Assignment:

Respond to at two of your colleagues’ postings that contain a perspective other than yours.

Your response will typically be 2–3 paragraphs in length, as a general expectation.
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· No Plagiarism
· APA citing

1st Colleague – Theresa Jno Baptiste – Bruno 

Discussion 1: Proposal Track – Week 1 Affinity Group Introductions

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When I started my career in healthcare, I was on the frontline working at the bedside in a renowned pediatric institution. At that time, the organizational mission was “Healthier Children a Better World.” We were taught and expected to be patient advocates in all capacities; we were to advocate for the best care for children regardless of whether it meant disagreeing with their parents or responsible care providers. I transitioned from the bedside into a leadership role in the same institution, and the objective remained the same, but my responsibilities had shifted, and my influence had expanded. I had the opportunity to make a difference beyond the bedside.
As a manager and leader, I saw my responsibility as ensuring the structures, policies, and processes were in place to ensure the staff met the organizational objective. Therefore, my formula for care delivery changed. Since I no longer provided care at the bedside and needed to ensure I focused on the prime objective, my work mode shifted. While my work became more complex, my formula became simple. My goal was to provide the best care to patients and families. Since I no longer provided care personally, I needed to care for my teams so that they could give the best care to patients. Hence as their leader, I focused on and adopted the principles of a Healthy Work Environment (HWE). In incorporating flexibility with scheduling and shift exchanges, work with the educator to ensure the teams regularly received updated information and staff met competencies as outlined by professional standards. I also allowed for autonomy in decision-making and shared decision-making responsibilities where possible. Encouraged individuals to work from an area of strength, eventually enhancing their weaknesses and team-building with varying team activities such as port-locks. The result was an area with enthusiastic teams, teams with enhanced problem-solving skills, decreased turnover and absenteeism, and most of all, exceptional patient care, as evidenced by patient satisfaction surveys. Kouzes & Posner (2017) outline that leaders must challenge the process, enable others to act, and encourage the heart. At this pediatric institution, my actions differed from my colleagues, but as leaders, we met the objectives.
When I transitioned from the pediatric institution into the adult world of healthcare (adult healthcare organizations), there were vast differences in the nursing staff’s level of commitment, level of competencies, and concentration on education and its influence on the quality of care. One aspect that stood out to me was the leadership styles I noticed; some leaders were dismissive of their teams, some were actively disengaged, and others presented with narcissistic behaviors, which were part of the organizational culture. On transitioning to the second and third organizations, I realized the leadership influences did not promote staff engagement, did not promote a HWE, and as much as there were staff engagement surveys, the interest in the results and possible improvements were short-lived. However, I incorporated my formula that had provided success; although the institutional cultures made adjustment slow, we achieved results and improved care, staff engagement, and morale. These experiences prompted me to evaluate myself and what I wanted my impact to be as a healthcare leader. 
As a leader, by the nature of my position, I will impact the people working with me and, eventually the patients we care for. I could choose to have a positive impact or a negative one. “Titles are granted, but it’s your behavior that earns you respect” (Kouzes & Posner, 2017; p. 13). Leaders’ actions influence people’s behaviors and organizational cultures and can result in unsuccessful or successful outcomes. I have committed to positively impacting staff, patients, and everyone I have the privilege to influence in my role. As a leader, I believe in succession planning and building teams and professions for the future. Therefore, I am committed to personal growth and development and leaving things better than I meet them, and it’s with that perspective I am focusing on my capstone project.
In the last year, I started in a new organization and inherited an environment with significant staff turnover, reports of staff bad behavior, and a high vacancy rate. The Resources Nurses leading the teams have been in the roles for 7 to 20 years, with no additional leadership training and no explicit or established responsibilities. They have authority over their teams’ scheduling processes and approval of vacation requests. One team member told me he did not have summer vacation for the last eight years. I issued a team survey early into my tenure, and the results revealed Resource Nurse favoritism, exclusion, and lack of support for team members, especially the novice staff. Resources Nurses felt they had the authority to decline patients from sister units resulting in bottlenecks in patient flow. One example, the Resource Nurse in Day Surgery not accepting patients from the Post Anesthetic Care Unit (PACU) into Day Surgery, with the eventual impact of delayed patients from the Operating Rooms. Further impacts are delays in patients getting to the right care areas and delayed discharge for patients having day procedures. These Resources Nurses, while they have clinical training, do not seem to consider the impact on the patients. They also do not have insight into the impact on the operational aspects, especially the budgetary implications to the departments, program, or the organization. 
In utilizing effective leadership practices, leaders can create higher functioning teams; they can foster a renewed sense of loyalty and commitment, reduce turnover absenteeism, can positively influence recruitment, can enhance motivation and a willingness to work hard. They can see improvements in engagement and patient satisfaction (Kouzes & Posner, 2017). Therefore, with my commitment to leave things better, I will be focusing on restructuring the frontline leadership teams. My vision is to energize the teams by having leaders who will promote fairness and inclusivity, facilitate clinical support for the frontline teams, and together with me, will provide expanded leadership throughout the program. My capstone project will focus on eliminating the Resource Nurse role and incorporating an Assistant Clinical Manager and Clinical Team Leader model throughout my portfolio and program.

Reference
Posner, J. M. (2017). The Leadership Challenge. New Jersey: John Wiley & Sons Inc.
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2nd Colleague – Sandra Patterson 

RE: Discussion 1: Proposal Track – Week 1

Top of Form

Week 1 “Affinity Group Introductions”

Frame a social impact project that could be funded by a foundation, corporation, or government agency:

About two years ago, I had the idea of creating a mentorship non-profit project for the youth in my local church. This in turn, would be able to benefit the youth in the community too. It would be dedicated to improving the lives of the youth by empowering them to have goals, be organized, and have decision-making capabilities. Over the years, the idea has grown as I have continued to work with the children and youth in my local church. It has also benefited the community at large because I see how it can lead the children and youth to be positive influences in their community.

Identify a service program, or product, the student believes will have a social impact in his organization:

As a current online adult student working on completing my Organizational Leadership degree, I have educated myself in order to know the needs of the children and youth in my local church. During my online searches, I have been able to identify that youth mentorship can be a good service program in my local church that would be able to influence my community as well. I believe that this service project can accomplish this because it can help the children and youth have goals, organizational skills, and decision-making capabilities (Reeves, M., 2021).

Provide reliable and supportive data that will demonstrate the credibility of your project:

As I continued to learn more about the problems and needs of the children and youth, I knew that I really wanted to create this service project. For example, books such “The Little Princesses” by Marion Crawford have even helped me to see how the children and youth’s lives can be transformed by helping them to build a firm foundation for future life decisions through the influence of good mentors (Reeves, 2021).

Write a proposal designed to create a real-world impact if it is funded:

As recently as even a few days ago, I saw how my local church was helping families in need, so that also motivated me to continue implementing more ways to help the children and youth in my local church. So that is why I am looking forward to being able to develop this idea through this capstone project by proposing to have a youth empowerment program. I still have a lot of details to develop, but my proposal is a start. I plan to provide occupational training to the youth. I will also develop a program and funding based on the information that I gather from those who are living in my area.
References:
Hunt, V., (n.d.) “How to write a successful non-profit proposal” 
https://csic.georgetown.edu/magazine/write-successful-non-profit
)
Reeves, M., (2021) “Examples of mentorship goals for mentors, mentees, and organizations” 
https://www.togetherplatform.com/blog/examples-of-mentoring-

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Week 1: Approaching the Capstone Project

Reviewing the Introduction and Learning Objectives will orient you to this week’s topics and activities.
Vision without action is a dream. Action without vision is simply passing the time. Action with Vision is making a positive difference.
—Joel Barker (2009)
Welcome to Week 1 of Capstone: A Case for Leaders as Change Agents!
A Capstone course about leadership and social impact would not be off to the right start if it did not begin with a focus on vision and the power of having a vision. Throughout the course, keep the following notion in mind: Vision and action go hand in hand, so attempts at one without the other are certain to fall short.

This week, you will reflect on the quintessential Multipliers and Diminishers who have been part of your career and life experiences. You will explore and address the question: Are you an Accidental Diminisher?

You will begin by contemplating the conditions for creating change and considering the various factors that have the power to affect change. You will begin your Portfolio of Visions, which you will add to throughout the course. You will also begin conversing with your Affinity Group members, who will provide you with much-needed support and peer review throughout the course. You will begin your Capstone Project by selecting one of two tracks: the proposal or research paper. Make your decision carefully, as you will be committed to this project for the duration of the course.

Learning Objectives

Students will:

· Compare and contrast life mission, vision, and Walden path statements
· Evaluate factors affecting Multiplier versus Diminisher effects
· Propose an area of research focus culminating in either a Proposal Project or Research Paper

Learning Resources

Required Readings

Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. ed.). New York, NY: HarperCollins.
· Foreword
· Preface
· Chapter 1, “The Multiplier Effect”
· Chapter 2, “The Talent Manager”
· Appendix C, “The Multipliers” 

Required Media

The Wiseman Group. (n.d.). The Multipliers Assessment: Are You an Accidental Diminisher? [Quiz]. Retrieved December 28, 2018, from

http://multipliersbooks.com/multipliers/take-the-quiz/

Proposal Project

The Capstone Proposal Project Option

The Capstone Proposal Project provides you with an opportunity to frame a social impact project that could be funded by a foundation, corporation, venture capital firm, government agency, or other capital resource. The method used for this Capstone Proposal is to identify a service, program, or product the student believes will have a social impact in their organization, neighborhood, city, state, country, or globally. While you are encouraged to think on a large scale, you are advised to create a pilot program that if successful can be replicated on a much larger scale. For example, if you want to develop a leadership training program for a school district, the pilot might focus on one particular school, allowing you to work out the flaws and to learn from the smaller experience before moving on to the larger entity. Likewise if you have a product you believe is worthy of introducing into a market, you would be advised to field test the product in a representative area before trying to market the product more globally. In addition to being a prudent business strategy, funders or financial backers often want to field test ideas before fully investing in them on a much larger basis.

If on the other hand, if you are working for an organization, you might want to take an existing idea, service, program, or product and expand it. Then you already have in effect “piloted” the program and service and are looking to now broaden its reach.

In either case however, you must look at the larger picture and think in the larger more macro context as part of writing the proposal: From the larger idea comes the pilot.

The emphasis for this Capstone Proposal Project is a proposal designed to create a real-world social impact should it become funded. Therefore, you must write a well-organized proposal that has real-world potential for funding. The proposal must match criteria outlined by a foundation of your choosing. There are too many potential grant makers to provide a comprehensive list; however, a brief list of selected potential funding sources is listed in the resources section of the course to give you a start. For foundations not included on the list, use the Foundation Center link in the Syllabus to obtain information on foundations of which you might be more familiar. Other helpful source links are also provided to give a head start on finding funding. You can also obtain information for venture capital firms by using the business and government libraries as an initial source.

The format for this project proposal will help you develop a general proposal that can be tailored to meet the funding criteria for a major foundation proposal after the conclusion of your program here at Walden University. Every foundation and funding source has its unique criteria and application processes. However, by completing this project proposal format you will be well on your way towards being able to submit a proposal to an actual foundation.

See attachment of the “Capstone Proposal Project template” to begin documenting your work throughout the duration of this course.




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