Leadership and Management

The purpose of this assignment is to utilize the experiences from the Topic 1-4 CLC
assignments to reflect on your applications of the principles of leadership, governance, and
management in establishing a plan for a local, community public health intervention and
your performance as the member of an interprofessional team.
In a 750-1,000 word reflection, discuss the following:
Evaluate your performance as a member of the CLC team. Include discussion of how you
applied principles of servant leadership and how you applied principles of leadership,
governance, and management to create a vision, empower others, foster collaboration, and
guide decision making. Provide specific examples of group interactions as support.

Leadership and Management


Leadership is a process by which an individual uses an opportunity available to influence
the rest into tackling and managing a particular goal by giving instructions that promote social
unity in an organization. Governance refers to the scenario and process in which decision making
and implementation of certain policies through the exercise of power or authority provided are
done in organizations. Management, on the other hand, based on the context can be referred to as
the systematic evaluation and control of all the activities which are undertaken by individuals in
firms. This paper analyses the application of the leadership principles, governance, and
management in the development of policies for both the regional, community health care, and the
effectiveness of an individual in inter-professional groups as discussed below.
There are various principles of servant leadership which I applied in the CLC team.
Community building characteristics enabled me to create an environment of positive interaction
of the member of the group socially like a single community sharing common goals and
ambitions. This was done through the organization of social events like seminars and interactive
meeting sessions which taught and gave inspirational motives to the team on how to be
responsible in their tasks (Blaschke & Hattke, 2014). As a servant leader, I epitomized
stewardship which is all about being ready to be held responsible for all the dealings and things
the group partakes in their operations in the organization. The actions and performances should
be in line with the values of the organization and it is therefore very significant for the leaders to
lead and demonstrate good examples.
The persuasion principle helps leaders to give courage to team members as it brings unity
of understanding because the leaders reduce themselves to a lower grade of begging. For
example through nurturing the expert authority which attracts attention when persuading them
(Boin, Stern, & Sundelius, 2016). Self-awareness and listening skills are very vital in both


decision making and in the bid to empower others through initiating collaboration and for a
common goal. As a servant to the rest, I ensured that I listened keenly which fostered more
understanding of the team issues. For instance, this was done by taking into consideration the
various facial expressions and body language they used in communication. Self-awareness
boosted my ability to study my emotional feelings and their sudden effect on the team (Kok &
McDonald, 2017). I conducted a thorough self-analysis on how to manage the feelings and also
my strengths and weakness in different occasions.
Direct participation, responsiveness, equity, and transparency also helped to unite
together the group for a common goal. Consequently, as a leader, I was tasked to ensure that the
group felt my direct intervention and participation in the matters of the team for instance in the
formulation of important policies and rules to aid in the governance of the CLC team. These
factors aided in the building of cross-cultural partnerships in public health (Boin, Stern, &
Sundelius, 2016). This was through the direct participation and involvement of the community
and families in the society as partners. This is because all the plans were shelved at ensuring the
well-being of the community at the same time ensuring that their social norms, culture, and
traditions are not violated.
I used several ways and methods to implement leadership and management skills.
Resolving conflicts among the team members is one of them. This arises since it is a composition
of people from different regions, cultures, languages, and sometimes race. Therefore the
existence of petty squabbles and chaos is very common. As a good leader, I implemented the
inherent skills that I had to ensure the prevalence of peace and unity (Kok & McDonald, 2017).
Another way of implementing the skills was through the taking of more projects. I assumed
complete authority, responsibility, and control of the group meaning that accountability of all the


actions of the entire team is vested in me. This ensured that I take the initiative of all the
activities being undertaken by the CLC team. Through the practice of personal discipline, I was
able to ensure that an adaptive group is built. It enables the inclusivity and consensus of ideas for
the members of the whole group.
The crisis management plan for the local and community public health intervention that
was developed by the CLC team was the Disaster Response plan. This approach of solving a
problem in the public health area mainly entails the preparedness the team should have in case of
an emergency of a disaster, for instance, the outbreak of a sudden pandemic. Good governance
and leadership skills are therefore key in ensuring that the Public Health Emergency
Preparedness (PEHP) networks are well coordinated to ensure the smooth running of activities.
These emergencies have direct effects on the population which therefore outlines the importance
of preparing and being ready to act accordingly by defining the health systems in existence (Kok
& McDonald, 2017). Content analysis was used in how the PEHP looks and the ethics to be
studied in the long establishment of the structured plan. Discovery showed that the plan uses
tenets of complexity to ensure that the capacity or ability of patients to recover as fast as possible
was established. This approach which is applied at the local, regional, and even community level
is essential simply because of its adaptability.
As the leader of the group, I have had full confidence in leading the team to execute the
intervention and crisis management that we all selected as a group. This is because of the skills
in management, good governance, and managed that I exhibit (Blaschke & Hattke, 2014). For
the creation of a good and maintained culture of health, the plan was to be adopted. This created
a lot of trust among the members concerning my leadership qualities which contributed to unity
for purpose and sound mind thinking to achieve the set goals. Cooperation of every member is a


huge requirement because the framework in context calls for the total preparedness of the team
and reduced errors to achieve the required levels of success
In conclusion, it is very impossible to achieve the set goals and targets plus ensuring that
there is good administration in all sectors of administration which co-exist in the various
organization if good leadership and proper governance are missing. In the modern world today,
good leadership attributes held by employees are key to increased productivity and sustainability
of the current business organizations. Moreover, they also encourage economic prosperity
because they ensure that the cultural, psychological, and social factors are united together during
decision making and implementation processes of ideas.



Blaschke, S., Frost, J., & Hattke, F. (2014). Towards a micro foundation of leadership,
governance, and management in universities. Higher education, 68(5), 711-732.
Boin, A., Stern, E., & Sundelius, B. (2016). The politics of crisis management: Public leadership
under pressure. Cambridge University Press.
Kok, S. K., & McDonald, C. (2017). Underpinning excellence in higher education–an
investigation into the leadership, governance, and management behaviors of high-
performing academic departments. Studies in Higher Education, 42(2), 210-231.