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6 pages/≈1650 words
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4 Sources
Level:
APA
Subject:
Management
Type:
Coursework
Language:
English (U.S.)
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MS Word
Date:
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Topic:

Performance Assessment: Task Overview Submissions Score Reports (Coursework Sample)

Instructions:

1: PERSONAL LEADERSHIP EVALUATION
MANAGING ORGANIZATIONS AND LEADING PEOPLE
PERFORMANCE ASSESSMENT
TASK OVERVIEWSUBMISSIONSSCORE REPORTS
• Competencies
• Introduction
• Requirements
• Rubric
COMPETENCIES
________________________________________
3018.1.2Theories of Leadership
The graduate uses contemporary theories of leadership to develop personal leadership skills based on a personal leadership philosophy.
INTRODUCTION
________________________________________
For this task, you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, realistic, and time-bound) goals as part of your evaluation.
REQUIREMENTS
________________________________________
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Write a paper (suggested length of 6–10 pages) by doing the following:
A. Provide a PDF copy of your “Signature Themes” report after completing the CliftonStrengths assessment.
1. Reflect on the results of the five categorical strengths from your CliftonStrengths assessment, including what those results might indicate about your leadership.
B. Evaluate your leadership, using one of the scholarly leadership theories below, by doing the following:
• transformational leadership
• transactional leadership
• situational leadership
• participative leadership
• servant leadership
• behavioral leadership
• trait theory of leadership
1. Evaluate three strengths of your leadership, using the chosen scholarly leadership theory, including how each strength relates to the theory. Support the evaluation of your strengths with at least one scholarly source.
2. Evaluate three weaknesses of your leadership, using the chosen scholarly leadership theory, including how each weakness relates to the theory. Support the evaluation of your weaknesses with at least one scholarly source.
3. Recommend three actionable items to improve the effectiveness of your leadership, including how each actionable item relates to the chosen scholarly leadership theory. Support the recommendations of actionable items with at least one scholarly source.
Note: A scholarly source could be a reputable journal, a published book, or any source from a university faculty member or business leader. Scholarly sources also include any article or book in the online WGU library.
C. Discuss two short-term goals that will help improve your leadership. Adhere to the SMART criteria for each goal: specific, measurable, achievable, realistic, and time-bound.
1. Discuss at least two specific actions you will take to reach each of the SMART goals discussed in part C.
D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
RUBRIC
________________________________________
A:SIGNATURE THEMES REPORT
NOT EVIDENT
A PDF copy of the “Signature Themes” report is not provided. APPROACHING COMPETENCE
Not applicable. COMPETENT
A PDF copy of the “Signature Themes” report is provided.
A1:REFLECTION ON CLIFTONSTRENGTHS
NOT EVIDENT
A reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is not provided. APPROACHING COMPETENCE
The reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is not supported by specific details of each strength, or it does not include what each may indicate about personal leadership. COMPETENT
The reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is supported by specific details of each strength and includes what each may indicate about personal leadership.
B1:PERSONAL LEADERSHIP STRENGTHS
NOT EVIDENT
The submission does not evaluate 3 personal leadership strengths. APPROACHING COMPETENCE
The submission evaluates 3 personal leadership strengths, but the evaluation does not use the chosen scholarly leadership theory, or it does not include specific details of each strength or specific examples to support how each strength relates to the chosen theory. Or the evaluation is not supported by at least 1 appropriate scholarly source. COMPETENT
The submission evaluates 3 personal leadership strengths using the chosen scholarly leadership theory, and the evaluation includes specific details of each strength and specific examples to support how each strength relates to the chosen theory. The evaluation is supported by at least 1 appropriate scholarly source.
B2:PERSONAL LEADERSHIP WEAKNESSES
NOT EVIDENT
The submission does not evaluate 3 personal leadership weaknesses. APPROACHING COMPETENCE
The submission evaluates 3 personal leadership weaknesses, but the evaluation does not use the chosen scholarly leadership theory, or it does not include specific details of each weakness or specific examples to support how each weakness relates to the chosen theory. Or the evaluation is not supported by at least 1 appropriate scholarly source. COMPETENT
The submission evaluates 3 personal leadership weaknesses using the chosen scholarly leadership theory, and the evaluation includes specific details of each weakness and specific examples to support how each weakness relates to the chosen theory. The evaluation is supported by at least 1 scholarly appropriate source.
B3:RECOMMENDATIONS FOR PERSONAL LEADERSHIP
NOT EVIDENT
The submission does not recommend 3 actionable items to improve personal leadership effectiveness. APPROACHING COMPETENCE
The submission recommends 3 actionable items to improve personal leadership effectiveness, but the recommendations do not align to the chosen scholarly leadership theory or do not include specific examples to support how each actionable item relates to the chosen theory. Or the recommendations are not supported by at least 1 appropriate scholarly source. COMPETENT
The submission recommends 3 actionable items to improve personal leadership effectiveness, and the recommendations align to the chosen scholarly leadership theory and includes specific examples to support how each actionable item relates to the chosen theory. The recommendation is supported by at least 1 appropriate scholarly source.
C:SMART GOALS
NOT EVIDENT
A discussion of 2 short-term goals that will help improve personal leadership is not provided. APPROACHING COMPETENCE
The discussion includes 2 short-term goals that will help improve personal leadership, but the goals do not adhere to each of the SMART criteria (i.e., specific, measurable, achievable, realistic, and time-bound). COMPETENT
The discussion includes 2 short-term goals that will help improve personal leadership, and the goals adhere to each of the SMART criteria (i.e., specific, measurable, achievable, realistic, and time-bound).
C1:SPECIFIC ACTIONS
NOT EVIDENT
A discussion of at least 2 actions to reach each of the SMART goals discussed in part C is not provided. APPROACHING COMPETENCE
The discussion includes at least 2 actions to reach each of the SMART goals discussed in part C, but it does not include specific details of each action. COMPETENT
The discussion includes specific details of at least 2 actions to reach each of the SMART goals discussed in part C.
D:APA SOURCES
NOT EVIDENT
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. APPROACHING COMPETENCE
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. COMPETENT
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

source..
Content:


Personal Leadership Evaluation
Name
Institution
Due Date
Personal Leadership Evaluation
Introduction
There are numerous theories and explanations that surround leadership at either individual or organizational capacity that exists in the current literature. Efforts have been made to ensure appropriate classification and clarification of different dimensions that define active leadership. Consensus has been developed from different researches that point to the progression of thinking over the years that affirms that leadership is actually a flexible developmental process. Some of the theories that have emerged include Trait theory, Transformational theory, Transactional theory, Great Man theory, Behavioral theory amongst others. Research conducted by the Gallup Organization shows that most effective people in an organization are those who understand their basic strengths and behaviors. Such people are capable of developing workable strategies capable of appropriately meeting the demands of their needs in different domains. This study focuses on revealing signature themes that are a presentation of an individual’s most dominant themes by use of Clifton Strength assessment method. In my case, the signature themes revealed include: learner, belief, ideation, achiever, and futuristic (Tse et al., 2018).
Transformational leadership style
It is important that I use my principle strengths on the grounds of quality, honesty as well as trust to provide elaborate service to followers (Starr, 2017). My personal leadership strength should encourage me to venture into higher-level aspirations that expose my abilities to failure. This should ensure that the priority is service and not titles which is essential in adding to the effectiveness of my leadership. This is one of the ways that ensure the creation of sustainable fellowship with followers which eventually enables the development of followers capable to sustain the system within any organization.
Transformational leadership perspective is clearly revealed in my top categorical strengths. In this case, the transformational leadership style is revealed through my quality and ability to learn, belief, being an achiever and a futuristic individual. The three most important qualities amongst my strength in relation to transformational leadership include belief, achiever and futuristic. The transformational leadership style connects ideally with every positive outcome generated by my characters. My leadership strength guarantees my ability to embolden followers towards the attainment of higher levels of needs such as self-esteem and self-actualization. Further, the quality makes it easier for me to be an influential member of the society capable of motivating any group or organization towards self-sacrifice as well as prioritizing goal achievement over personal interests.
I have the strength of belief which makes it possible for me to undertake self-sacrifices for the sake of giving service to my followers. This enables me to make possible devotion to my strength and abilities towards the welfare as well as the interest of others. For instance, I am capable of prioritizing the needs of others over my own which makes me devote service to encompass every follower under my leadership. According to Yaslioglu, and Erden (2018), the strength of belief makes it easier to be high in the conviction which makes it possible the road of transforming followers through regular communication and also acting as their role model. The ability to provide a sense of purpose, value, meaning, self-esteem, and determination as well as emotional control and confidence makes it easier to influence followers.
Being an achiever makes it easier for me to develop the consciousness ...

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