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When applying the concept of “talented” to a particular person, people often mean that this individual has specific abilities that can differ from the others. An approach aimed at identifying different talents and strengths and consciously managing this process in a team is the key to more effective task performance and personal satisfaction. This paper mentions that talent has several different themes that reflect a person’s abilities and qualities, such as learner, achiever, relator, arranger, and connectedness.
The two central values of leadership that are considered in work and presented as the most important are authenticity and humility. A robust system of proven values defines the management style. In turn, actions based on these goals benefit the entire workflow and everyone involved (Rudolph et al., 2018). Humility creates a high trust ratio and commitment of followers, empowering both the leader and the participants and strengthening their abilities.
Learner and connectedness are two strengths that the author would like to improve. Learning is a continuous process that allows a person to improve constantly. Also, the competencies that a nurse should have are based on the knowledge and skills they receive. (Kalyani et al., 2019). Thus, it can be concluded that learnability is one of the most important forces that determine the success of the educational and working process. Simultaneously, the development of such strength as connectedness can help the author promote awareness in people that teamwork and group efforts are vital for performing many essential tasks.
Summing up, the author notes that in order to strengthen the willingness to achieve the goal and get the best result, it is necessary to develop the achiever’s drive. The author believes that people need to manage their employment and use it rationally and deliberately so that a person has the opportunity to focus on other aspects of life. Thus, considering all the themes of talent, successful leaders help subordinates grow and establish themselves, increase competence, involve them in decision-making processes, and objectively evaluate their contribution.
References
Kalyani, M. N., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ open, 9(7), 1-8.
Rudolph, C. W., Rauvola, R. S., & Zacher, H. (2018). Leadership and generations at work: A critical review. The Leadership Quarterly, 29(1), 44-57.
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