Assess the development of your health care leadership competencies over the course of your MHA program, using a STAR Format Competency Rating Table. There is no page limit for this assessment.
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You will assess the development of your leadership skills over the course of your MHA program.
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You will identify measurable action steps for future career development. Review the Health Leadership Competency Model Summary [PDF] and Assessment 5 STAR Format Competency Rating Table [DOCX].
Part 1: Leadership Self-Assessment
Complete a self-assessment of your health leadership competencies using the Assessment 5 STAR Format Competency Rating Table [DOCX]. Instructions for filling in the table are included in the document.The requirements outlined below correspond to the first three grading criteria in the scoring guide. Be sure that your self-assessment addresses each point, at a minimum. You may also want to read the assessment scoring guide to better understand how each criterion will be assessed.
Assess personal progress toward developing NCHL health leadership competencies.
Compare your baseline competency rating at the start of your program with your current competency rating.
Explain any new insights from your competency assessment.
Describe specific examples of how you have demonstrated NCHL health leadership competencies, with the intent of improving health care outcomes.
Provide the most current, relevant examples of how you have demonstrated these skills in the past, preferably in the health care and human services industry.
Consider, if you do not have experience in health care or human services, how you may have demonstrated these skills in a different industry or setting, a previous job, volunteer work, or other courses here at Capella. You may consider the following as examples:
You assumed a role on a strategic marketing team for a client organization and demonstrated analytical thinking, strategic orientation, and organizational awareness.
You demonstrated an information-seeking attitude and self-confidence during a health policy team debate on HIPAA.
You demonstrated financial skills, performance measurement, and human resource management when conducting a health care quality cost-benefit analysis.
Evaluate the outcomes of demonstrated health care leadership that illustrate NCHL competencies.
Reflect upon personal, community, volunteer, academic teamwork, and workplace experience in which you have demonstrated each competency.
Determine how, if asked, you would justify your evaluation.
Part 2: Personal Development Plan
Reflect upon any insights for future workplace relevance that you have gained during your capstone project, obstacles that you may have encountered, and the strategies you employed to overcome them. Then, formulate a personal development plan that bridges the transition from your academic studies to leadership development strategies for future career advancement.The requirements outlined below correspond to the last grading criterion in the scoring guide. Be sure that your personal development plan addresses each point, at a minimum. You may also want to read the assessment scoring guide to better understand how each criterion will be assessed.
Identify measurable action steps for one’s future career advancement.
Measurable action steps include a specific task, due date, and relevance to the competency. Example: Study for and take the ACHE certification exam by March of 2022.
Select two areas for improvement that you believe will be relevant to your future career.
Use industry-related or organization-specific examples to show how these two areas will be relevant to your future career.
Discuss what career development steps you might take in the future.
Portfolio Prompt: You are required to save your STAR Format Competency Rating Table to your ePortfolio.
STAR Format Competency Rating Table
Instructions:
1. In the NCHL Competency and Rating column: As a baseline, rate the level at which you demonstrated the NCHL competency
at the start of your MHA program on a scale of 1 (novice) to 9 (expert). Then, rate the level at which you currently
demonstrate that competency, again on a scale of 1 to 9.
2. Situation, Task, Action, and Result columns: Describe the situation in which you demonstrated the competency, describe the
task you completed, briefly convey the action you took, and state the result of that action.
3. Outcome Rating column: Rate the outcome of the example you provided on a scale of 1 (least desirable) to 5 (most
desirable.)
4. As the final item, after completing your competency ratings in the table below, analyze your competencies and provide a short
narrative of any new insights, as well as a recommendation for future development.
NCHL
Competency
and
Rating (1-9)
Situation
Task
Action
Result
Outcome
Rating
(1–5)
Accountability:
Confront
performance
problems.
Baseline =
Current =
Achievement
Orientation: Set
and work to meet
challenging goals.
Baseline =
Current =
1
NCHL
Competency
and
Rating (1-9)
Situation
Task
Action
Result
Outcome
Rating
(1–5)
Change
Leadership:
Challenge status
quo.
Baseline =
Current =
Collaboration:
Encourage others.
Baseline =
Current =
Financial Skills:
Evaluate financial
analyses and
investments.
Baseline =
Current =
Impact and
Influence:
Use indirect
influence.
Baseline =
Current =
Information
Seeking:
Conduct research
to maintain
knowledge.
Baseline =
Current =
2
NCHL
Competency
and
Rating (1-9)
Situation
Task
Action
Result
Outcome
Rating
(1–5)
Initiative:
Take action on
long-term
opportunities.
Baseline =
Current =
Innovative
Thinking:
Apply “tried and
true” concepts or
trends.
Baseline =
Current =
Interpersonal
Understanding:
Commit to
understand
others.
Baseline =
Current =
Organizational
Awareness:
Adapt actions to
climate and
culture.
Baseline =
Current =
3
NCHL
Competency
and
Rating (1-9)
Situation
Task
Action
Result
Outcome
Rating
(1–5)
Performance
Measurement:
Monitor a
“scorecard” of
quantitative and
qualitative
measures.
Baseline =
Current =
Process
Management &
Organizational
Design:
Benchmark best
processes and
practices.
Baseline =
Current =
Project
Management:
Provide project
oversight and
sponsorship.
Baseline =
Current =
Self-Confidence:
Take on
challenges.
Baseline =
Current =
4
NCHL
Competency
and
Rating (1-9)
Situation
Task
Action
Result
Outcome
Rating
(1–5)
SelfDevelopment:
Pursue long-term
personal
development.
Baseline =
Current =
Strategic
Orientation:
Conduct
environmental
scanning.
Baseline =
Current =
Team
Leadership:
Demonstrate
leadership.
Baseline =
Current =
Communication
Skills:
Communicate in a
clear, logical, and
grammatical
manner.
Baseline =
Current =
Competency Analysis
5
[Write your analysis here. Your analysis should be a short list of competency strengths and areas for improvement. Select two areas
for improvement that you believe will be relevant to your future career, and construct measurable action steps for future
development. Example of a measurable action step: Study for and take the ACHE certification exam by March of 2022.]
6
National Center for Healthcare Leadership
Health Leadership Competency Model
SUMMARY
The NCHL Health Leadership Competency Model was created through research by the Hay Group with
practicing health leaders and managers across the administrative, nursing and medical professions, and
early, mid, and advanced career stages. In addition, the Competency Model incorporates benchmark
data from other health sectors and insurance companies, and composite leadership competencies from
a group of global corporations. Although health delivery underscores the study, the benchmarks
incorporated into the development of the Competency Model give it validity for health in its widest
sense.
This summary version of the model provides background on the behavioral and technical competencies
identified by the research. The full model contains levels for each competency that distinguish
outstanding leadership at each career stage (entry, mid and advanced) and by the disciplines of
administration, nursing, and medicine.
Purpose of the Health Leadership Competency Model
NCHL’s goal is to improve the health status of the entire country through effective health leadership by:
Establishing core competencies for health leaders at all levels of the career cycle
Strengthening the practice of health leaders with academic research
Defining continuous learning opportunities for health leaders
Increasing the diversity of health leaders
Consistent with this goal, leadership competencies are defined as the technical and behavioral
characteristics that leaders must possess to be successful in positions of leadership across the health
professions – administrative, medical and nursing. The Competency Model serves as the basis for
focusing training and development initiatives for health leadership from graduate education through the
course of their careers. The Competency Model provides a template for selecting and developing
leaders who can meet the challenges of 21st century health. Third, the Model provides a guide for
reorienting human resource development to stimulate the capabilities that make the most difference to
performance. Fourth, it supports health management programs in higher education sharpen their
curriculum in ways that will prepare graduates to become industry leaders.
How the Competency Model Supports 21st Century Health
The Committee on the Quality of Health in America in the Institute of Medicine (IOM) the Committee
produced two reports. To Err is Human: Building a Safer Health Care System (1999), addressed the
quality of patient‐specific care provided in the U.S. and the gulf between ideal care and the reality
experienced by many Americans. The second, Crossing the Quality Chasm: A New Health Care System
for the 21st Century (2001), was a “call for action to improve the American health delivery system as a
whole, in all its quality dimensions.” The report set forth “six aims for improvement, healthcare that is
safe, effective, patient‐centered, timely, efficient, and equitable. NCHL selected for interviews leaders
who have demonstrated their commitment to those goals.
To ensure that the vision of health’s future was state‐of‐the‐art, seven of the industry’s top futurists and
thinkers were also interviewed:
1
NCHL Health Leadership Competency Model‐Summary
Clement Bezold, PhD, President – Institute for Alternative Futures
L. Robert Burns, PhD, Professor and Director – Wharton Center for Health Management and
Economics, The Wharton School at the University of Pennsylvania
Christine Cassell, MD, Chairman – American Board of Internal Medicine
Jeff Goldsmith, PhD, President – Health Futures, Inc.
Ian Morrison, PhD, Senior Fellow – Institute for the Future
Jonathan Peck, PhD, Vice President – Institute for Alternative Futures
Michael Sachs, PhD, Chairman and Founder – Sg2
The futurists identified several emerging trends about the state of health in the 21st century:
US will become part of a global system focusing on wellness and preventive care worldwide.
Patients will receive care from “virtual” centers of excellence around the world.
Deeper understanding of the human genome will create exciting new forms of drugs that will
prevent disease from developing. Treatment will evolve from disease management to
prevention or minimalization.
As the “baby boomers” become senior citizens around 2020, the issue of rising costs, resource
allocation, and priorities will be exacerbated.
Fueled by access to information through the World Wide Web, people will take more self‐
management of their personal health decisions and demand that the system treat them as
customers rather than users.
Most Americans will receive care from specialized centers for chronic diseases (cancer,
women’s health, heart, etc.).
Standard diagnostic health will largely be electronic, with people conducting their own “doctor
visits” from home through miniature data collection and monitoring devices.
Collectively, these thoughts describe a health environment that today can only be imagined rather than
defined. They reaffirm that the IOM goals are a necessary step toward the future, but they show that
the competencies as they are defined in this Model require continuous reevaluation and sharpening as
the future comes into clearer focus.
Why a Health‐specific Leadership Model is Needed
Throughout the research for the competency Model many interviewees and other opinion leaders
questioned whether a health‐specific leadership Model was necessary. They cited the widespread
availability of Models used throughout the health and non‐health sectors, and some suggested that the
industry would be well served to think about leadership from a non‐health perspective. Hay, too, asked
this question. At the end of the research, the conclusion was that a health leadership Model adds
significant value. While the outstanding health leaders have a lot in common with and demonstrate the
behaviors of the best leaders of the top performing organizations worldwide, they do so in an industry
and environment that calls for additional competence:
The “end consumer” for health is ultimately all people, everywhere. Although the trend may
be toward specialty delivery organizations, the range of humanity is still the “customer”
Health is a mission and values driven industry. We found that the top performing organizations
—be it a hospital, a pharmaceutical company, a biotech start‐up, an insurance company—have
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
2
NCHL Health Leadership Competency Model‐Summary
at the core of their strategies sustaining health, wellness, a quality of life, and ensuring that
effective treatment is available and provided when people need it
The health system is extraordinarily complex and more than other sectors requires building
consensus among independent constituencies, many of whom have broad social and political
recognition. Leaders who have an impact must exercise influence, consensus and coalition‐
building competencies at higher levels than their counterparts in other sectors
Health leaders are especially challenged to create work climates that motivate high‐quality,
patient‐centered care and retain high‐demand talent in a very competitive marketplace
The NCHL Health Leadership Competency Model reflects benchmarking against the best leadership
models outside of health, as well as the unique health environment. It promotes the standards of
leadership excellence, and necessary to achieve organizational performance excellence envisioned by
the Institute of Medicine.
Continued Research and Validation
Given the intrinsic iterative nature of competency modeling, the NCHL Competency Model will continue
to be refined and validated as it is applied throughout the field, including its dissemination and
deployment in graduate education, professional development, and organizational transformation
initiatives. On going feedback regarding its validity and relevance will be solicited from the users,
researchers, and expert panels.
NCHL’s national healthcare leadership
database will be used to assess the
relevance of the Model to evolving
health care leadership needs,
understand the interrelatedness of
competencies, and measure
relationships to both individual and
organizational performance. The latest
review and refinement of NCHL’s
Competency Model was completed in
December 2005, resulting in version
2.1 of the Model.
How the Competency Model
Works
The NCHL Model contains three
domains with 26 competencies: The
three domains– Transformation,
Execution, and People – capture the
complexity and dynamic quality of the
health leader’s role and reflect the
dynamic realities in health leadership
today. Of the 26 competencies, eight
are technical (or skills and knowledge)
competencies. These include communication skills, financial skills, human resources management,
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
3
NCHL Health Leadership Competency Model‐Summary
information technology management, performance measurement, process management and
organizational design, project management, and strategic orientation.
Transformation: Visioning, energizing, and stimulating a change process that coalesces communities,
patients, and professionals around new models of healthcare and wellness.
Achievement Orientation
Analytical Thinking
Community Orientation
Financial Skills
Information Seeking
Innovative Thinking
Strategic Orientation
Execution: Translating vision and strategy into optimal organizational performance.
Accountability
Change Leadership
Collaboration
Communication Skills
Impact and Influence
Initiative
Information Technology Management
Organizational Awareness
Performance Measurement
Process Management/Organizational Design
Project Management
People: Creating an organizational climate that values employees from all backgrounds and provides an
energizing environment for them. Also includes the leader’s responsibility to understand his or her
impact on others and to improve his or her capabilities, as well as the capabilities of others.
Human Resources Management
Interpersonal Understanding
Professionalism
Relationship Building
Self Confidence
Self Development
Talent Development
Team Leadership
TRANSFORMATION
Visioning, energizing, and stimulating a change process that coalesces communities, patients, and
professionals around new models of healthcare and wellness. Competencies include:
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
4
NCHL Health Leadership Competency Model‐Summary
Achievement Orientation: A concern for surpassing a standard of excellence. The standard may be
one’s own past performance (striving for improvement); an objective measure (results orientation);
outperforming others (competitiveness); challenging goals, or something that has not been done
previously (innovation).
Analytical Thinking: The ability to understand a situation, issue, or problem by breaking it into smaller
pieces or tracing its implications in a step‐by‐step way. It includes organizing the parts of a situation,
issue, or problem systematically; making systematic comparisons of different features or aspects; setting
priorities on a rational basis; and identifying time sequences, causal relationships, or if‐then
relationships.
Community Orientation: The ability to align one’s own and the organization’s priorities with the needs
and values of the community, including its cultural and ethnocentric values and to move health forward
in line with population‐based wellness needs and national health agenda.
Financial Skills: The ability to understand and explain financial and accounting information, prepare and
manage budgets, and make sound long‐term investment decisions.
Information Seeking: An underlying curiosity and desire to know more about things, people, or issues,
including the desire for knowledge and staying current with health, organizational, industry, and
professional trends and developments.
Innovative Thinking: The ability to apply complex concepts, develop creative solutions, or adapt
previous solutions in new ways for breakthrough thinking in the field.
Strategic Orientation: The ability to draw implications and conclusions in light of the business,
economic, demographic, ethno‐cultural, political, and regulatory trends and developments, and to use
these insights to develop an evolving vision for the organization and the health industry that results in
long‐term success and viability.
EXECUTION
Translating vision and strategy into optimal organizational performance. Competencies include:
Accountability: The ability to hold people accountable to standards of performance or ensure
compliance using the power of one’s position or force of personality appropriately and effectively, with
the long‐term good of the organization in mind.
Change Leadership: The ability to energize stakeholders and sustain their commitment to changes in
approaches, processes, and strategies.
Collaboration: The ability to work cooperatively with others as part of a team or group, including
demonstrating positive attitudes about the team, its members, and its ability to get its mission
accomplished.
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
5
NCHL Health Leadership Competency Model‐Summary
Communication: The ability to speak and write in a clear, logical, and grammatical manner in formal and
informal situations, to prepare cogent business presentations, and to facilitate a group.
Impact and Influence: The ability to persuade and convince others (individuals or groups) to support a
point of view, position, or recommendation.
Information Technology Management: The ability to see the potential in and understand the use of
administrative and clinical information technology and decision‐support tools in process and
performance improvement. Actively sponsors their utilization and the continuous upgrading of
information management capabilities.
Initiative: The ability to anticipate obstacles, developments, and problems by looking ahead several
months to over a year.
Organizational Awareness: The ability to understand and learn the formal and informal decision‐making
structures and power relationships in an organization or industry (e.g., stakeholders, suppliers). This
includes the ability to identify who the real decision makers are and the individuals who can influence
them, and to predict how new events will affect individuals and groups within the organization.
Performance Measurement: The ability to understand and use statistical and financial methods and
metrics to set goals and measure clinical as well as organizational performance; commitment to and
employment of evidence‐based techniques.
Process Management and Organizational Design: The ability to analyze and design or improve an
organizational process, including incorporating the principles of quality management as well as
customer satisfaction.
Project Management: The ability to plan, execute, and oversee a multi‐year, large‐scale project
involving significant resources, scope, and impact. Examples include the construction of a major
building, implementation of an enterprise‐wide system (patient tracking, SAP), or development of a new
service line.
PEOPLE
Creating an organizational climate that values employees from all backgrounds and provides an
energizing environment for them. Also includes the leader’s responsibility to understand his or her
impact on others and to improve his or her capabilities, as well as the capabilities of others.
Competencies include:
Human Resources Management: The ability to implement staff development and other management
practices that represent contemporary best practices, comply with legal and regulatory requirements,
and optimize the performance of the workforce, including performance assessments, alternative
compensation and benefit methods, and the alignment of human resource practices and processes to
meet the strategic goals of the organization.
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
6
NCHL Health Leadership Competency Model‐Summary
Interpersonal Understanding: The ability to accurately hear and understand the unspoken or partly
expressed thoughts, feelings, and concerns of others.
Professionalism: The demonstration of ethics and professional practices, as well as stimulating social
accountability and community stewardship. The desire to act in a way that is consistent with one’s
values and what one says is important.
Relationship Building: The ability to establish, build, and sustain professional contacts for the purpose of
building networks of people with similar goals and that support similar interests.
Self‐Confidence: A belief and conviction in one’s own ability, success, and decisions or opinions when
executing plans and addressing challenges.
Self‐Development: The ability to see an accurate view of one’s own strengths and development needs,
including one’s impact on others. A willingness to address needs through reflective, self‐directed
learning and trying new leadership approaches.
Talent Development: The drive to build the breadth and depth of the organization’s human capability,
including supporting top‐performing people and taking a personal interest in coaching and mentoring
high‐potential leaders.
Team Leadership: The ability to see oneself as a leader of others, from forming a top team that
possesses balanced capabilities to setting the mission, values, and norms, as well as holding the team
members accountable individually and as a group for results.
###
Copyright National Center for Healthcare Leadership 2005‐2010. All rights reserved. The summary NCHL Health Leadership
Competency Model can be used with appropriate attribution to NCHL. The summary NCHL Competency Model is not the entire
model and does not include levels of behaviors for the 26 competency and career‐stage targets. The summary NCHL
Competency Model may be used for internal, non‐commercial purposes only. No changes or adaptations may be made to the
Venn diagram, the competencies, or competency definitions without prior request, review, and approval of NCHL.
7
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