My Individual Leadership Development Plan Assignment
During the first seven weeks of the semester, you have been actively engaged in exploring different Leadership theories, your individual Strengths, MBTI, Values Perspective, and Emotional Intelligence to understand YOU better, your views on Leadership, and most importantly, how you see yourself as a LEADER. You have engaged in four online discussions to build a community of practice, completed individual post-class reflections, participated in various in-class exercises, and reflected on your learning. Each of these activities has provided you with an opportunity to identify aspects of and critically explore your authentic self – leading you to uncover your emerging leadership voice and vision.
Assignment Details:
The assignment comprises four key sections: Leadership Profile, Assessments & Reflection, Developmental Goals (SMART Goals), and Leadership Vision.
1. Leadership Profile (maximum 500 words)
In this section, share a brief biography, including your leadership experiences, thoughts about leadership before joining this course, and the key question(s) you are looking to answer during this course. Remember that this is your leadership profile, so personalize it to show your emerging leadership identity. Share your story and leadership journey.
Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references.
Some points to consider for the Leadership Profile section:
· Provide a summary of your experiences with Leadership, your questions about Leadership entering this course, what you believed about leadership, and your aspirations for the future?
· What specifically has informed your view of leadership?
· How does what you have learned about the 21st-century work environment inform your emerging definition of Leadership?
· How might you characterize the 21st-century environment? How does this inform your leadership style or idea about leadership?
· What metaphor would you use to characterize the 21st-century organization? How does this inform your leadership style or idea about leadership?
· Which dominant and/or emerging leadership theory resonates with you? How does this inform your leadership style or idea about leadership?
· How does understanding the leadership theory/theories mentioned above link to what you have read/understood before?
· How do these theories “fit” with my own definition and ideas of my emerging leader identity? Where are the gaps? Where might there be alignment? What might this mean to my understanding of leadership?
· What are the implications of the answers above for your emerging leadership identity and how you lead or would lead?
· Now that we better understand the interconnections between Strengths, MBTI, Values, and EQ-i in a leadership context, how might you put your new understanding into practice within a team setting?
2. Assessments and Reflections (maximum 800 words)
Note: Use relevant leadership theories to support you ideas/claims and cite all sources including the assessments in-text and references. In this section Summarize your Values, MBTI, Strengths Finder and EQi assessments. How do they inform your leadership style or how you might lead?
· Compare and contrast the results and your critical reflections for each assessment (StrengthsFinder, MBTI, Values Perspective, and EQ-i). Identify what, if any, correlations there are among all assessment findings. Identify both the positive and the shadow or blind spots. Identify key themes that are emerging in your reflections. Explain what this suggests about you as a leader. Explain why it might be important.
Note: To complete this section successfully, you will need to draw on your:
· StrengthsFinder 2.0 Assessment – Determine your top 5 themes – how do they resonate, provide examples of when you have demonstrated these themes, explore both the positive and shadow side of the themes as they relate to leadership
· Values Perspective Inventory – Determine your top 9 values – how do they resonate, provide examples of when you have demonstrated these values, explore both the positive and shadow side of the themes as they relate to leadership.
· MBTI Personality Type Indicator Assessment – What is your Myers-Briggs Type – does the type assessment resonate? What do you believe your strengths are based on your M-B Type? What possible underdeveloped areas might you have? What are the positive and shadow sides of your type as it relates to leadership? Why is this important to know this?
· EQ-i (Emotional Intelligence) – What does your EQ-i report suggest to you about your “self-perception,” “stress management,” “self-expression,” “decision making,” and “interpersonal” skills? Do these results resonate? Were you surprised? Please provide examples of how and when you have demonstrated these skills, explore both the positive and shadow side of what your assessment results suggest as they relate to leadership. In what areas might you need further development? Why?
· Connections – What connections do you see across your StrengthsFinder, Values Perspective, MBTI Type, and EQ-i findings? Similarities? Differences? Gaps? Areas of growth/development? Areas to leverage in leadership contexts?
3. Development Goals and Strategies (maximum 300 words)
Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references. In this section analyze the EQi report and refer to page 3 of your EQi report to identify your lowest three subscales. Where do you believe you need to stretch, develop, grow? Develop an action plan on how you intend to achieve your goals (See the developmental areas noted in your EQi report). a) Use the SMART goals Action Plan template on pg. 23 of your EI report to prepare your SMART Goals. b) Based upon your analysis and key themes emerging from your EQi, identify 3 EI skills or behaviours you would like to develop further (i.e., Leadership development-oriented goals). Refer to page 3 of your report to identify the lowest 3 subscales. b) Where do you believe you need to stretch, develop, grow? Develop an action plan on how you intend to achieve your goals (See the developmental areas noted in your EQi report). c) Each SMART goal should be Specific, Measurable, Action-Oriented, Realist, and Timebound. d) For each SMART goal clearly how t will support your leadership development. Leadership Vision (maximum 300 words) Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references. In this section state your emerging Leadership vision? What do you aspire to be as a Leader? How will you “live” as a leader? Articulate how you wish to “operationalize” what you are learning about leadership and yourself going forward. Utilize specific examples where you might apply your new understanding – this semester, coursework, extra-curricular activities, in your workplace, and beyond. Consider, for example:
· What does it mean to lead?
· What does your analysis suggest about how you might lead? Self-lead, in teams, at work?
· How does what you have learned thus far help increase your understanding of yourself and your leadership potential?
· What are the implications of leading someone whose Strengths, Values, MBTI, and/or EQ-i results are different from yours?
· How might this new knowledge help you in a future leadership situation?
Note: Leadership Vision. Use the guiding questions above to Help you in putting your leadership vision together.
Key Learnings and Implications for YOU as a Leader
Note Carefully: There is an expectation that you link current thinking and research on Leadership into your assignment. To that end, be sure to complete all of, and refer to, when appropriate, the required readings, including the chapters indicated in your weekly schedule, the additional papers (i.e. Values-Based Leadership articles) provided in SLATE, and the first 30 pages of Strengths Finder 2.0). I also encourage you to explore additional peer-reviewed papers to support your exploration further. Cite all sources (in-text and references) that you draw on to support your ideas.
NOTE: A majority of our activities during weeks 1 – 7 and the reflective questions posed – both in class (during activities) or post-class were intentionally created to support your thinking and reflection for this assignment.
To Help you in this Assignment, consider applying Borton’s Model of Reflection to support your thinking through the questions presented – starting with “What?”.Borton
Assignment Outline:
This assignment is a reflective essay and is to be written in the first person. The use of examples from the literature and personal experience (in and outside of class/school) to support one’s claims and assertions is expected.
See the suggested word count above for each section.
Minimum 12 point font, double spaced lines, 1-inch margins
Use of APA 7 formatting is required.
APA 7th Example for Citing Tests, Scales, and Inventories
Rubric for Individual Leadership Development Plan Assignment
The core learning objective of this assignment is to challenge you to become more critically self-aware; to identify your emerging leadership vision, potential and development needs by leveraging your strengths, values, MBTI type, and EQ; expressly exploring the shadow or blind spots, and articulating which current leadership theoretical construct(s) resonate(s) most with you and why.
By articulating your emerging leadership vision, you are in a better position to become a more effective, intentional, and authentic leader. By being more aware of what you want to be as a leader, you are also in a better position to engage in leadership behaviours for self purposefully, in teams, or official leadership constructs, identify the types of leaders you would like to work with and identify companies whose values align with yours.
The value in this exercise/assignment then is hopefully very practical and helpful for you.
NOTE: This assignment will be a core component of your final Leadership Creative Learning Portfolio Assignment due at the end of the term. I suggest that you refer to this document from time to time as a guide for your career and leadership path.
This assignment will be evaluated using the following rubric:
Unsatisfactory
(0)
Novice
(1 -3)
Progressing
(4 – 6)
Proficient
(7 – 10)
Total
(Max 10)
Depth of Reflection
Demonstrates little or no understanding of the questions being asked.
Responses are descriptive in nature. No link to personal perspective or interconnections between questions made
Demonstrates a basic understanding of the questions being asked. Descriptive response, some connections made, yet provides a glimpse in understanding personal perspective and how their perspective may have emerged.
Demonstrates a thoughtful understanding of the questions being asked. Connections are evident. Explores the reasons perspective using meaningful and purposeful examples.
Demonstrates a conscious and thorough understanding of the questions being asked. Responds thoughtfully and with care. Clearly provides reasons for personal perspective – leaving no room for further questions.
Critical Analysis of Concepts
Shows little or no evidence that readings/activities/assessments were completed and/or concepts understood. Largely personal opinion without clarification of assumptions or provision of links to or concluding using the supporting resource—no comparing and contrasting assessment findings.
Shows some evidence that readings/activities/assessments were completed or understood. Minimal analysis and links to readings/assessments and supporting resources provided to support personal opinion and deductions. Some assumptions were noted – yet not supported—some evidence of comparing and contrasting of assessment findings. Many questions remain.
Demonstrates understanding of readings/assessments/ activities. The personal opinion stated with supportive links to readings/assessments provided. Assumptions identified and supported with evidence from readings, activities, assessments and other resources. Evidence of comparing and contrasting of assessment findings. Some links to assessments made. Some questions remain.
An exceptional analysis demonstrating a clear understanding of readings/assessments and concepts. Strong links were made between personal experiences, in-class activities, assessment findings and additional resources. Clear evidence of comparing and contrasting assessment findings. Identification of links between assessments. Assumptions identified and conclusions drawn clearly supported with evidence.
Language Use
Uses language that is vague or imprecise for the audience of purpose, with little sense of voice and limited awareness of how to vary sentence structure
It uses basic but appropriate language, a basic sense of voice, some awareness of audience and purpose and some attempt to vary sentence structure.
Uses fluent and original language, with a sense of voice, awareness of audience and purpose, and the ability to vary sentence structure.
Uses precise and engaging language, with a notable sense of voice, awareness of audience and purpose, and varied sentence structure.
Writing Conventions
Demonstrates limited control of the conventions, exhibiting frequent errors that make comprehension difficult.
Demonstrates partial control of the conventions, exhibiting occasional errors that do not hinder comprehension
Demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language.
Demonstrates control of the conventions with essentially no errors, even with sophisticated language.
Academic Integrity/Work Ethics
No citations or references included (0 grade for paper)
3 – 4 citations missing, reference list included with errors
1 – 2 citations missing, reference list included with 1 – 2 errors
All citations accounted for, and reference list included – no errors
Total
/50
Adjusted Grade
/20
Academic Integrity
According to Daft (2018), effective leaders are ethical, honest and lead with integrity (p. 39). Integrity, in a leadership context, refers to “a leader’s character as a whole, integrated, and grounded in solid ethical principles, and he or she acts in keeping with those principles. . . . Honest and integrity are the foundation of trust between leaders and followers” (p. 39).
In keeping with the importance of integrity in leadership, this course holds learners to the highest standard in Academic Integrity. Please refer to the Academic Integrity information embedded in this course to support your learning and understanding of Academic Integrity and its role in your learning.
Submission Instructions
The assignment must be submitted to the Assignment Dropbox on the due date noted in the schedule . Please note, Late Penalties (under the BBA Student Handbook ) will be applied to ALL late assignments.
Turnitin has been activated for this (and all assignments for this course) assignment.
In alignment with Sheridan’s Academic Integrity Policy, we want to encourage students to use proper citation and documentation practices to avoid unintentional plagiarism. Turnitin is a tool intended to Help students in determining if their written work contains material that could be interpreted as copied from another source. By providing this guidance, students may then attribute written work appropriately, thus avoiding concerns related to copying the work of others. (Source: Teac
