Abstract

The report is based on the importance of a well-being program in the life of every individual staff member in the organization. If talking about specific people it will include the following personalities who are having different job roles in any organization and this is as follows, HR leader, Senior Operation and functional leaders and lastly the employees. The report contains all the major points which have been found to be necessary for a better understanding of the topic and these points are as follows, the intended audience of the topic, the skills of leadership/ knowledge/ and disposition (All these points are necessary and has been explained with proper examples), Critical reflection is included which limit a leader to become better. At last, references have been provided from which the necessary help has been taken to complete the report.

Assessment 2

Topic: Establishing a well-being program for students and staff  

Introduction

Well-being is the experience of happiness & health. It includes physical & mental health, emotional and physical safety and it also helps in developing the feeling of belonging, purpose sends and success, and achievement. A well-being program is a wide concept and it also covers different physical abilities and psychological ranges. Different types of well-being programs can be established like emotional well-being, psychical wellbeing, social well-being, workplace well-being, and societal well-being.

It provides mental relaxation, physical strength, and social importance all over the place. This program makes everyone productive. Therefore, wellness program for students and staff provides benefits to their mental, physical, and social side of them.

Intended audience

This program will be intended to present in front of the following stakeholders:

HR leaders: they play a lead role in steering the well-being and health agenda. They must also ensure that senior managers regard agenda as the priority and they must community the befits of the programs to everyone who is affected.

Senior Operations and functional leaders: for the success of the program these stakeholders are critical role models. They need to demonstrate the program and core part of the culture as the strategic priority (Baik, et al., 2019).

Line managers: they are responsible for the regular management of staff and students and their well-being is the core part of their leadership responsibility. It includes analyzing the stress early warning signs, at work making suitable adjustments, and forming an environment where staff and students feel comfortable. So that they can speak about their issues of well-being.

Employees: they are responsible for thereafter their well-being and health and they are also responsible to participate in every well-being program which is organized for them.

Students: they are responsible to thereafter their well-being and health and they are also responsible to participate in every well-being program which is organized for them.

Investor: they are responsible to ensure that all the resources for the program are available and ensure that all the resources are used effectively and efficiently. They are also responsible to make ensure that suitable funds are available to make the program successful (Brooker, et al., 2019).

Leadership skills, knowledge, and disposition

1. a) Articulate and evaluate the leadership skills, knowledge, and disposition required to achieve success in your educational context

Leadership skills are abilities and strengths. These skills are demonstrated by the individual which helps them to oversee processes, helps in guiding initiatives, and staff and students are also steering to achieve the set goals.

These skills are a crucial component in positioning the executive for making an important decision regarding the goals and mission of the organization and correctly allocating the resources so that goals can be achieved (Logan, et al., 2021).

Some of the leadership skills which are required to achieve success in the well-being program for students and staff:

1) Open communication: a good leader is when they keep an open communication line with the staff and students. They are well aware that how they can explain the goals and tasks by using the various types of communication channels.

2) Empathy: when the leader is empathic they can focus on understating and identifying others’ perspectives. Empathic leaders are successful because they can understand the feeling of staff and students in better ways.

3) Strategic thinking: a leader needs critical and strategic thinking skills because leaders are tasked with difficult decision-making.

4) Creativity: to be a good leader it is crucial to be creative a creative leader can brainstorm new ideas and they can also motivate other people to be innovative and creative as well.

5) Positivity: in the work environment a great leader brings positivity, which helps other members to perform in a better way. By showing respect, care, and empathy towards other member’s positivity can be cultivated.

6) Flexibility: leaders who come from their comfort zone are the best. These leaders can grab changing working conditions very quickly.

7) Time management: good leaders are those who value time. It is considered an important skill for leaders. By setting the SMART goals successful leaders practice proper time management (Shanafelt, et al., 2021).

1. b) Critically reflect on the factors that enable or limit your capacity to be an educational leader

Some of the factors which limit the capacity to be an educational leader:

1) Trusting everyone very early: this is the factor that limits the capacity to be an educational leader. When everyone is trusted easily it increased the chances of doing mistakes and now achieving the set targets and goals.

2) Understating the impact of technology: it is the factor that is limiting the capacity of an education leader. In the digital age, education has become more dynamic with online tools and interactions. Because of the technology way is transformed of gathering information and facts. To be a successful leader it is crucial to analyze the technology influence and incorporate it into the programs (Bush, 2020).

1. c) Articulate and apply your personal education philosophy to your daily practice to lead the way to improve educational outcomes

To improve the educational outcome, it is believed by an education leader that every student and staff is an individual. So their strengths, skills, interest, knowledge, and abilities must be developed and valued as well so that their learning can be extended.

It is also a personal philosophy to guide every staff and student to reach their full potential and ensure that the safest working environment is provided to them.to improve educational outcomes it is also a personal education philosophy to foster knowledge, creativity, curiosity, critical thinking, and rationality while also promoting the propensity to feel, think and act morally (Bush, 2020).

1. d) Demonstrate an evidence-based approach, articulating the basis for decision-making in your context

An evidence-based approach is regarding a process that is used for reviewing, analyzing, and translating scientific evidence which is the latest. This approach is based on the combination of using critical thinking and the best available evidence (Graham, et al., 2019).

Some of the evidence-based approaches which can be used as the basis for decision-making in the well-being program for students and staff:

The problem, question, or issue must be defined first and articulated.

The best available evidence must be gathered and evaluated

With the feedback of the stakeholders best possible evidence must be integrated

Change must be designed and then it must be implemented effectively

Changes must be evaluated at last (Lattie, et al., 2019).

References

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674-687.

Bush, T. (2020). Theories of educational leadership and management. Theories of Educational Leadership and Management, 1-208.

Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019). Digital mental health interventions for depression, anxiety, and enhancement of psychological well-being among college students: systematic review. Journal of medical Internet research, 21(7), e12869.

Shanafelt, T., Trockel, M., Rodriguez, A., & Logan, D. (2021). Wellness-centered leadership: equipping health care leaders to cultivate physician well-being and professional fulfillment. Academic Medicine, 96(5), 641.