Commitment to personal and professional development

©2014 Walden University 1

HE006: Commitment to Professional Development and Lifelong Learning

Create a professional development plan that demonstrates a commitment to professional development and lifelong learning.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Sub-Competency 1: Analyze personal and professional strengths and opportunities for growth.

Learning Objective 1.1: Analyze personal and professional strengths.

Analysis of personal and professional strengths is not present.

Analysis of personal and professional strengths is present but not clearly stated.

Analysis of personal and professional strengths is present but does not address all required areas, including: management, leadership, functional, and interpersonal strengths.

Rationale for inclusion of personal and professional strengths is not provided or is insufficiently descriptive.

Analysis of personal and professional strengths is present and clearly stated.

Analysis of personal and professional strengths is present and includes: management, leadership, functional, and interpersonal strengths.

Rationale for inclusion of all personal and professional strengths is clearly stated.

Demonstrates the same level of achievement as “2” plus the following: An additional strength outside of management, leadership, functional, and interpersonal is described. Rationale and examples are provided as to why this strength is of importance. Evidence of incorporating feedback from others is included.

Learning Objective 1.2: Analyze personal and professional weaknesses.

Analysis of personal and professional weaknesses is not present.

Analysis of personal and professional weaknesses is present but not clearly stated.

Analysis of personal and

Analysis of personal and professional weaknesses is present and clearly stated.

Demonstrates the same level of achievement as “2” plus the following:

An additional weakness

©2014 Walden University 2

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

professional weaknesses is present but does not address areas in which improvement is needed and/or areas of interest in which additional knowledge and skills are needed.

Rationale for inclusion of personal and professional weaknesses is not provided or is insufficiently explained and justified.

Analysis of personal and professional weaknesses addresses areas in which improvement is needed.

Analysis of personal and professional weaknesses address areas of interest in which additional knowledge and skills are needed.

Rationale for inclusion of personal and professional weaknesses is explained and justified.

outside of needed improvement or knowledge and skills is described. Evidence of incorporating feedback from others is included. Rationale is provided as to why this weakness warrants attention.

Learning Objective 1.3: Analyze opportunities for professional growth and development.

Analysis of opportunities for professional growth and development is not present.

Analysis of opportunities for professional growth and development is present but not clearly or sufficiently described.

Analysis of opportunities for professional growth and development does not address both work-related opportunities and those outside the workplace.

Analysis includes at least three opportunities for professional growth and development and is clearly and sufficiently described.

Analysis of opportunities for professional growth and development does address work-related opportunities as well as those outside the workplace.

Demonstrates the same level of achievement as “2” plus the following: An explanation is provided regarding which opportunities are of most personal interest, and why.

Evidence of specific insights into emerging trends and how to leverage personal growth and development

©2014 Walden University 3

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

strategies is articulated.

Learning Objective 1.4: Describe how to incorporate the practice of lifelong learning in professional growth.

Description of how to incorporate the practice of lifelong learning in professional growth is missing.

Description of how to incorporate the practice of lifelong learning in professional growth is not related to professional development.

Description of at least three opportunities on how to incorporate the practice of lifelong learning in professional growth are discussed.

Demonstrates the same level of achievement as “2” plus the following:

Commitment to specific practices that demonstrate lifelong learning is demonstrated with examples.

Additional research on lifelong learning in addition to course resources is integrated into plan to incorporate lifelong learning.

Reference to professional organization guidelines for lifelong learning is included.

Learning Objective 1.5:

Describe barriers or challenges to professional growth and development.

Description of barriers or challenges to professional growth and development is not present.

Description of barriers or challenges to professional growth and development is present but not clearly or sufficiently described.

Description of barriers or

Description of barriers or challenges to professional growth and development is present and clearly and sufficiently described.

Description of barriers or

Demonstrates the same level of achievement as “2” plus the following:

Incorporates elements of 360 feedback and input from others. Response

©2014 Walden University 4

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

challenges to professional growth and development does not address both work-related issues and those outside the workplace.

challenges to professional growth and development clearly describes work- related barriers or challenges as well as barriers or challenges outside the workplace (personal and professional).

Assessment explains which barriers or challenges are of most concern, and why.

describes steps that could be taken to mitigate two of the barriers or challenges.

Barriers identified demonstrate understanding of environmental trends as well as personal challenges.

Sub-Competency 2: Analyze various healthcare environments and the unique roles and responsibilities of interest and professional relevance.

Learning Objective 2.1: Analyze the roles and responsibilities of selected administrative and/or managerial positions in different healthcare settings.

Analysis of roles and responsibilities of selected administrative and/or managerial positions in different healthcare settings is not present.

Analysis of roles and responsibilities of selected administrative and/or managerial positions in different healthcare settings is present but is incomplete, unclearly written, and/or inaccurate. Some mention of varied settings is present but not specific in order to differentiate among organizational needs.

Analysis of four different administrative and/or managerial positions in four different health settings is clearly and accurately stated. Rationale explains why these positions are of personal interest and relevance to professional role. Unique aspects of organizational setting and needs are clearly

Demonstrates the same level of achievement as “2” plus the following: Response includes additional information from current events and trends in the healthcare industry and environment that highlight unique challenges and specific skills and demands to one of these positions.

©2014 Walden University 5

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

articulated. Response addresses trends that impact the growth potential of these positions.

Learning Objective 2.2: Analyze personal strengths relevant to specific administrative positions.

Analysis of personal strengths relevant to specific administrative positions is not present.

Analysis of personal strengths relevant to specific administrative positions is present but not well aligned to the roles and responsibilities of the administrative positions. Analysis includes fewer than four administrative positions. Analysis of personal strengths does not address specific functional knowledge and skills.

Analysis of personal strengths relevant to specific administrative positions is present and aligned to the roles and responsibilities of the four administrative positions. Analysis includes specific personal strengths address functional knowledge and skills. Analysis of personal strengths explains why these strengths are relevant to the administrative positions.

Demonstrates the same level of achievement as “2” plus the following: Analysis includes reference to strengths noted in the Self-Reflection. Incorporates elements of 360 feedback and input from others.

Learning Objective 2.3: Analyze personal weaknesses or needs relevant to specific administrative positions.

Analysis of personal weaknesses or needs relevant to specific administrative positions is not present.

Analysis of personal weaknesses or needs relevant to specific administrative positions is present but not well aligned to the roles and

Analysis of personal weaknesses or needs relevant to specific administrative positions is aligned to the roles and responsibilities of the four

Demonstrates the same level of achievement as “2” plus the following: Analysis includes reference to weaknesses noted in

©2014 Walden University 6

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

responsibilities of those administrative positions. Analysis of personal weaknesses or needs relevant to specific administrative positions does not address functional knowledge and skills. Analysis includes fewer than four administrative positions. Analysis is specific to unique aspects of the various selected work settings.

administrative positions. Analysis of personal weaknesses or needs relevant to specific administrative positions accurately addresses functional knowledge skills. Analysis explains why these weaknesses or needs are relevant to each specific administrative position.

the Self-Reflection. Analysis includes specific strategies to overcome weaknesses and/or leverage strengths.

Sub-Competency 3: Analyze unique and specific leadership opportunities and skills related to a variety of healthcare settings.

Learning Objective 3.1: Analyze leadership, knowledge, and/or competency skills needed to be effective and innovative in healthcare administrative roles.

Analysis of leadership, knowledge, and/or competency skills needed to be effective and innovative in healthcare administrative roles is not present.

Analysis does not address at least four specific leadership, knowledge, and/or competency skills needed. Analysis does not provide a clearly stated and cogent rationale for relevance in today’s healthcare environment.

Analysis addresses at least four specific leadership, knowledge, and/or competency skills needed. Analysis provides a rationale for relevance of these leadership skills in today’s healthcare environment.

Demonstrates the same level of achievement as “2” plus the following: Response includes an example from the workplace of effective application of leadership skills.

©2014 Walden University 7

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Analysis does not provide evidence that the skills are needed to be effective and innovative in healthcare administrative roles.

Analysis provides evidence that the skills are needed to be effective and innovative in healthcare administrative roles.

Learning Objective 3.2: Describe opportunities for expanding personal innovative leadership in the workplace.

Description of opportunities for expanding personal innovative leadership in the workplace is not present.

Description of opportunities for expanding personal innovative leadership in the workplace is present but does not fully address opportunities for expanding personal innovative leadership in the workforce.

Description of includes at least two opportunities for expanding personal innovative leadership in the workplace and explains why these were selected. Description provides at least two ways the opportunities might yield positive results.

Demonstrates the same level of achievement as “2” plus the following: Response includes an example from the workplace of ineffective application of leadership skills and how the situation could have been improved.

Sub-Competency 4: Survey professional organizations for relevance and value to professional goals.

Learning Objective 4.1: Describe professional healthcare organizations.

Description of professional healthcare organizations is not present.

Description of professional healthcare organizations is insufficient and/or does not provide adequate or appropriate information about the organizations.

Description includes four professional healthcare organizations of interest. Description includes an additional descriptor for each organization that exemplifies the focus of the organization.

Demonstrates the same level of achievement as “2” plus the following: Response includes an explanation of any personal experiences with this organization.

©2014 Walden University 8

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Response explains why each organization would be of personal interest.

Learning Objective 4.2: Describe benefits of membership in professional healthcare organizations.

Description of benefits of membership in professional healthcare organizations is not present.

Description of benefits of membership in professional healthcare organizations is insufficient and/or does not clearly address the benefits of organizational membership. Response does not include professional contributions one might make to the organizations.

Description includes at least three benefits of each organization with regard to meeting professional goals. Description includes professional contributions one might make to each organization.

Demonstrates the same level of achievement as “2” plus the following: Shows evidence of research of specific and unique organizational features that align with goals.

Sub-Competency 5: Create a plan for professional development. Learning Objective 5.1: Describe action steps for a 3- to 5-year professional growth plan.

Description of action steps for a 3- to-5 year professional growth plan is not present.

Description of action steps for a 3- to-5 year professional growth plan does not address required categories. Description of action steps for a 3- to-5 year professional growth plan is not stated in measurable terms.

Description of action steps for a 3- to-5 year professional growth plan addresses the following:

 Membership in professional healthcare organizations

 Certifications, if applicable

 Additional work and/or volunteer experiences that will enhance professional growth

Demonstrates the same level of achievement as “2” plus the following: Additional and specific experiences beyond those listed in “2” are included, with rationale provided. Incorporates elements of 360 feedback and input from others. Incorporates discussion of how plan is a dynamic tool

©2014 Walden University 9

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

 Community activities and involvement

 Further development of leadership skills

 Further development of functional knowledge and skills

 Seeking mentorship opportunities

 Keeping up with trends and changes

Description includes evidence of the SMART goal process. Description of action steps are stated in measurable terms. Description includes explanation of how each step is to be achieved.

to complement a practice of lifelong learning.

Learning Objective 5.2: Describe career goals in the context of the dynamic healthcare environment.

Description of career goals in the context of the dynamic healthcare environment is not present.

Description of career goals in the context of the dynamic healthcare environment is mentioned in the abstract.

Description of career goals in the context of the dynamic healthcare environment is clearly identified and described in

Demonstrates the same level of achievement as “2” plus the following: Career goals emphasize

©2014 Walden University 10

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Description of career goals in the context of the dynamic healthcare environment is not discussed in the context of the healthcare environment.

the context of a dynamic healthcare environment. Description of career goals in the context of the dynamic healthcare environment includes additional work experience, community involvement, managerial, and/or leadership skills. Goals are measurable.

specific elements of the healthcare environment that leverage talents and interests.

Learning Objective 5.3: Describe specific skills and knowledge needed to maintain a competitive advantage.

Description of specific skills and knowledge needed to maintain a competitive advantage is not present.

Description of specific skills and knowledge needed to maintain a competitive advantage is mentioned in the abstract. Skills and knowledge are not discussed in the context of creating a competitive advantage.

Description of specific skills and knowledge needed to maintain a competitive advantage includes at least three skills and knowledge that are clearly presented. Skills and knowledge are discussed in the context of creating a competitive advantage.

Demonstrates the same level of achievement as “2” plus the following: In depth analysis, including references to contemporary current events and competitive forces in the healthcare environment are integrated to highlight student’s competitive advantage by leveraging unique skills and knowledge is presented.

Learning Objective 5.4: Describe actions steps for a Plan for

Description of actions steps for a Plan for Professional Development

Description of actions steps for a Plan for Professional Development

Response includes at least five action steps that are specifics and measurable.

Demonstrates the same level of achievement as “2” plus the following:

©2014 Walden University 11

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Professional Development.

is not present. is not specific and measurable. Target dates are missing or are not realistic. Clearly stated rationales are not included for all action steps.

Realistic target dates for completion are included. A clearly stated rationale is included for each action step. Rationale for each action step describes how it will specifically help position you for continued growth.

A narrative is included that addresses challenges that might impact achievement of two of action steps. Considers internal (self) and external factors.

Sub-steps have been included for those steps that might be broken into smaller increments.

Well developed and detailed benchmarks are established.

Sub-Competency 6: Develop a short speech that summarizes professional strengths, goals, and commitments. Learning Objective 6.1: Summarize professional strengths, goals, and commitments in an elevator speech.

Speech is not present.

Speech does not clearly summarize each element of:

 Professional strengths

 How your goals exemplify the distinguishing characteristics of Walden University and the MHA program.

 Commitments to professional

Speech clearly summarizes each element of:

 Professional strengths

 How your goals exemplify the distinguishing characteristics of Walden University and the MHA program.

 Commitments to professional development and

Demonstrates the same level of achievement as “2” plus the following: Speech delivery is particularly compelling and memorable in ways that would make a significant and positive impression on the audience.

©2014 Walden University 12

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

development and lifelong learning.

lifelong learning.

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.

Learning Objective PS 1.2: Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.

Learning Objective PS 1.3: Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.

APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.

Learning Objective PS 1.4:

Vocabulary and tone are inappropriate and

Vocabulary and tone have limited relevance to the

Vocabulary and tone are generally appropriate for

Vocabulary and tone are consistently tailored to the

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Use appropriate vocabulary and tone for the audience and purpose.

negatively impact clarity of concepts to be conveyed.

audience. the audience and support communication of key concepts.

audience and effectively and directly support communication of key concepts.

PS002: Oral Communication: Use effective oral presentation skills.

Learning Objective PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.

Presenter inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter enhances audience engagement through consistently clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Learning Objective PS 2.2: Organize information to be presented.

Information is disorganized to a degree that impedes audience understanding.

Organization of information minimally supports audience understanding.

Organization of information generally enhances audience understanding of concepts.

Organization of information significantly enhances audience understanding of both general and specific concepts, and promotes audience engagement.

PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.

Learning Objective PS 6.1: Identify credible sources.

Credible sources are missing.

Some sources are credible, appropriate, and relevant to the topic.

Most sources are credible, appropriate, and relevant to the topic.

All resources are credible, appropriate, and relevant to the topic.

Learning Objective PS 6.2: Analyze findings from relevant sources.

Analysis is missing. Analysis superficially reflects relevance of findings to the identified problem, issue, or purpose.

Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose.

Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose, and synthesizes findings to generate new insights.

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