Leadership Assignment
Communication Development Plan.docx
Running head: TRUSTY COMMUNICATION DEVELOPMENT PLAN
TRUSTY COMMUNICATION DEVELOPMENT PLAN 1
Your Communication Development Plan provides evidence of your learning over the entire course. This assignment allows you to accomplish the following objectives:
· Identify targeted improvement areas in oral or written communication
· Establish specific approaches to achieving goals in each
· Document a specific improvement approach
· Demonstrate commitment to spending time on specific communication skill needs.
1. Introduction
2. Current assessment
3. Communication improvement goals – at least 3 SMART goals
4. Actions to achieve goals, with sources cited and referenced
5. Plan to measure whether you’ve achieved the goals
6. Conclusion
7. References
8. Appendices (optional) – assessment data
Sample Communication Plan
Introduction
This is where I would explain why communication is important for leaders, and what specific communication skills leaders must master in order to help their group achieve a common goal. It should contain citation of and reference to concepts from our textbook and outside readings. It should be approximately ½ page, or 2 paragraphs long.
Current Assessment
In this section, I would describe all of the communication assessments I completed during the course, providing information about what the data told me about myself relative to that particular communication skill. When I describe the assessment, I should use its “Exact Title of the Assessment” (cite the book or website). I should discuss whether my scores were high or low, what they told me about my strengths and weaknesses, and areas I can still improve. I should write this in paragraph form. DO NOT USE A BULLETED LIST. The following is only to provide the list of areas to address. Next to each item, I’ve suggested where to find data about it. This section should be 3-5 pages long.
· Ethos/image (communication assessment)
· Audience analysis (communication assessment
· Social Media & Written Communication (social media plan, usage assessment, e-mail proposal)
· Oral Communication (Leader presentation)
· Visual Communication (Leader presentation)
· Emotional Intelligence (EI assessment)
· Diversity & Intercultural Communication (communication assessment)
· Group and Team Dynamics (DiSC assessment, Team assessment)
· Organizational Communication (communication assessment)
· Transformational Leadership & Internal Communication (communication assessment)
· External Communication (communication assessment)
Communication Improvement Goals
In this section, which should be 1-2 pages, I would choose 3 areas from the above section that I want to improve. I would start the section with a sentence such as, “I have chosen three areas in which I plan to improve my communication competencies: oral communication, visual communication, and emotional intelligence. My goals for improving these areas are as follows (you can use a bulleted or numbered list here):
1. I will improve my presentation skills over the next year to a level that I feel comfortable speaking in front of a small group.
IS THIS A SMART GOAL?
Specific – speaking in front of a small group
Measurable – feel comfortable
Attainable – yes, this is possible to do in one year
Realistic – yes, this is something I am capable of.
Time limited – yes, one year is enough time.
2. I will improve my use of graphics and charts in presentations so that I receive at least a “B” grade on future presentations over the next year.
3. I will improve my emotional intelligence in the next month as measured by my EI assessment score.
Actions to Achieve Goals
In this section, I would explain, very specifically, what actions I will take to improve my communication competencies relative to the goals I’ve described above. For example, I will improve my presentation skills by becoming a member of Toastmasters International, attending Toastmasters meetings every week for 6 months, and achieving the first level of competency in the Toastmaster’s public speaking program. I might also discuss specific websites and online tutorials I will work on to better understand the public speaking process. For example, I will be sure to follow the suggestions provided in MindTools.com “Better Public Speaking” tutorial as I plan and deliver presentations. The suggestions include planning, practicing, engaging with the audience, paying attention to my body language and others’ body language, thinking positively, and finding ways to cope with nervousness (MindTools, 2014).
Measurement
In this section, I will describe how I will measure whether or not I achieved my Communication Development Plan goals. For example, one year from now, I will ask a friend to evaluate a presentation I am doing, using the criteria provided by Toastmasters. I will ask the person if he or she believes I look like I am comfortable presenting to a small group. I also will use the feedback I receive during Toastmasters meetings to continually improve and refine my public speaking skills.
(You do not need a CDP Partner section)
Conclusion
In this section, I will explain how I will become more successful as a leader by improving the specific communication skills I described above.
References
Appendices
DISC personality test result - free DISC types test online at 123test.pdf
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Save your result to keep, email or print.
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Your DISC Personality Report
Introduction
Your speci�c distribution of scores on the DISC personality test is an indication of your unique personality.
You can think of this as your DISC Personality 'DNA'. In the pie chart below you see your distribution of
scores.
The highest percentage is likely to be your most dominant personality factor, the second highest your next
most dominant personality factor and so on. As such for you the DISC factors are ordered as: Dominance,
In�uence, Compliance, Steadiness.
DISC Personality Model
To help you understand the DISC model of personality here are de�nitions of the four factors measured.
Dominance Describes the way you deal with problems, assert yourself and control
situations.
In�uence Describes the way you deal with people, the way you communicate and
relate to others.
Steadiness Describes your temperament - patience, persistence, and thoughtfulness
Compliance Describes how you approach and organize your activity, procedures and
responsibilities.
Your DISC personality type
Your unique sequence of scores characterizes you in a speci�c way. The positive impact you are likely to
make on people is:
DISC Patterns or Pro�les
As you will appreciate, there are literally thousands of di�erent combinations of scores. Therefore to help
interpretation, communication and understanding, DISC Personality Model experts have de�ned - through
statistical analysis of the score combinations - �fteen DISC 'Patterns' or 'Pro�les'.
The 'Pro�les' are often given names. The objective of these names is to give a single descriptive term that
captures the essence of that Pro�le. Names often used are Achiever, Coach, Evaluator, Counselor, Creative,
Individualist, Inspirational, Investigator, Objective Thinker, Perfectionist, Persuader, Practitioner, Enthusiast,
Results-Oriented or Specialist
To understand the DISC theory even further descriptions are given for people who score comparatively high
and comparatively low on each of the four DISC dimensions.
Dominance
Comparatively High
Here are some traits and behaviours that describe people who are comparatively high in Dominance:
enjoy competition and challenge.
are goal orientated and want to be recognised for their e�orts.
aim high, want authority and are generally resourceful and adaptable.
You have a strong inner motivation to in�uence people and circumstances. You
thrive on competitive situations and challenging assignments. The stresses and
pressures of everyday work and life are unlikely to reduce your e�ectiveness and
enthusiasm.
are usually self-su�cient and individualistic.
may lose interest in projects once the challenge has gone and they tend to be
impatient and dissatis�ed with minor detail.
They are usually direct and positive with people, enjoying being the centre of attraction and may take it for
granted that people will think highly of them.
They may have a tendency to be rather critical of others. Consequently, other people may tend to see them
as being rather domineering and overpowering.
Comparatively Low
Here are some traits and behaviours that describe people who are comparatively low in Dominance:
tend to want peace and harmony.
prefer to let others initiate action and resolve problems.
are quiet and indirect in their approach to most situations.
are usually cautious and calculate risks carefully before acting.
They are generally well liked because of their mild and gentle nature. Other people will tend to see them as
being patient, calm, thoughtful and a good listener.
In�uence
Comparatively High
Here are some traits and behaviours that describe people who are comparatively high in In�uence:
are strongly interested in meeting and being with people.
are generally optimistic, outgoing, and socially skilled.
are quick at establishing relationships.
Sometimes their concern for people and people's feelings may make them reluctant to disturb a favourable
situation or relationship.
Comparatively Low
Here are some traits and behaviours that describe people who are comparatively low in In�uence:
are usually socially passive.
quite frequently have an a�nity for things, machinery and equipment.
are generally comfortable working alone.
frequently have a tendency to be analytical and once they have sorted the facts out
they communicate them in a straightforward direct way.
tend to take little at face value.
They may well have learned and developed good social skills but they only bring these into play when logic
dictates such tactics.
Steadiness
Comparatively High
Here are some traits and behaviours that describe people who are comparatively high in Steadiness:
are usually patient, calm and controlled.
have a high willingness to help others particularly those they consider as friends.
Generally they have the ability to deal with the task in hand and to do routine work with patience and care.
Comparatively Low
Here are some traits and behaviours that describe people who are comparatively low in Steadiness:
tend to enjoy change and variety in their work and non-work life.
are expansive by nature and tend not to like routine and repetitive work/activities.
They enjoy stretching themselves intellectually and physically.
Compliance
Comparatively High
Here are some traits and behaviours that describe people who are comparatively high in Compliance:
are usually peaceful and adaptable.
tend not to be aggressive.
tend to be cautious rather than impulsive.
avoid risk-taking.
act in a tactful, diplomatic way and strive for a stable, ordered life.
are comfortable following procedures in both their personal and business life.
They prefer sticking to methods that have proved successful in the past. They have a high acceptance of
rules and regulations.
Comparatively Low
Here are some traits and behaviours that describe people who are comparatively low in Compliance:
are independent and uninhibited.
resent rules and restrictions.
prefer to be measured by results and are always willing to try the untried.
Free in thought, word and deed, they long for freedom and go to great lengths to achieve it.
They feel that repetitive detail and routine work is best "delegated" or avoided.
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IM_4_Appendix_Self_Assessment_A.xlsx
Complete
| Appendix A - Self-Assessment of Leadership Communication Capabilities | |||
| Leadership Communication, 4th edition. | |||
| Part I – Assessment of the Core Capabilities | Scoring Instructions: | ||
| Area and Capability | Assess your abilities on each of the topics under Area and Capability using the scale of 1-5 provided below ; a formula is already in place to tally the average in each section for you. | ||
| Leadership Communication Ethos/Image | Scale # | ||
| 1. Understanding characteristics of leadership communication | 4 | ||
| 2. Recognizing/able to distinguish transformational leaders | 3 | ||
| 3. Understanding how I am seen by others | 4 | Use the following scale: | |
| 4. Knowing how my personal style differs from others | 5 | 1 = Need to develop, need a lot of work | |
| 5. Asking others to comment on my style | 3 | ||
| 6. Assessing my own strengths and weaknesses | 4 | 2 = Need some work on this capability | |
| 7. Setting goals for personal change | 4 | ||
| 8. Willing to work on improving personal effectiveness | 4 | 3 = Acceptable, but could be stronger | |
| 9. Influencing the behavior of others | 2 | ||
| 10. Inspiring trust in others | 3 | 4 = Very good abilities | |
| 11. Projecting confidence | 4 | ||
| 12. Making ethical decisions | 4 | 5 = Excellent abilities | |
| Average | 3.6666666667 | ||
| Audience Analysis and Strategy | |||
| 1. Analyzing the context for communication | 4 | ||
| 2. Analyzing audiences | 4 | ||
| 3. Tailoring messages to different audiences | 3 | ||
| 4. Selecting the most effective medium (channel) | 3 | ||
| 5. Developing a complete communication strategy | 4 | ||
| Average | 3.6 | ||
| Social Media and Other Written Communication | |||
| 1. Deciding on communication purpose | 3 | ||
| 2. Clarifying purpose | 3 | ||
| 3. Organizing written communication | 4 | ||
| 4. Using formatting effectively | 4 | ||
| 5. Using language correctly | 4 | ||
| 6. Writing clearly | 4 | ||
| 7. Writing concisely | 4 | ||
| 8. Writing confidently | 4 | ||
| 9. Using an appropriate style and tone | 3 | ||
| 10. Knowing how to use social media in professional settings | 4 | ||
| 11. Writing correspondence (texts, tweets, e-mails, etc.) | 4 | ||
| 12. Writing formal documents and reports | 4 | ||
| 13. Writing executive summaries and abstracts | 4 | ||
| 14. Proofreading own work | 5 | ||
| Average | 3.8571428571 | ||
| Oral Communication | |||
| 1. Delivering an impromptu presentation | 4 | Use the following scale: | |
| 2. Delivering an extemporaneous presentation | 3 | 1 = Need to develop, need a lot of work | |
| 3. Organizing presentation | 4 | ||
| 4. Talking in small groups | 4 | 2 = Need some work on this capability | |
| 5. Talking in large groups | 4 | ||
| 6. Answering questions | 4 | 3 = Acceptable, but could be stronger | |
| 7. Asking questions | 3 | ||
| 8. Drawing others out | 4 | 4 = Very good abilities | |
| 9. Summarizing and clarifying others' ideas | 4 | ||
| 10. Keeping to the topic | 4 | 5 = Excellent abilities | |
| 11. Summarizing a discussion | 3 | ||
| Average | 3.7272727273 | ||
| Visual Communication | |||
| 1. Recognizing when to use graphics | 5 | ||
| 2. Selecting and designing effective data charts | 4 | ||
| 3. Creating meaningful and effective text layouts | 4 | ||
| 4. Employing fundamental graphics content and design principles | 4 | ||
| 5. Ensuring “so what” is captured | 3 | ||
| 6. Creating presentation visuals and slides | 5 | ||
| Average | 4.1666666667 | ||
| Emotional Intelligence 1: Dealing with Own Feelings | |||
| 1. Knowing own personality type | 4 | ||
| 2. Recognizing other types and their effect on behaviors | 4 | ||
| 3. Being aware of own feelings | 5 | ||
| 4. Identifying and controlling feelings | 4 | ||
| 5. Asserting own ideas and rights | 3 | ||
| 6. Stating own needs | 4 | ||
| 7. Expressing feelings to others | 5 | ||
| Average | 4.1428571429 | ||
| Emotional Intelligence 2: Dealing with Others | |||
| 1. Listening | 4 | ||
| 2. Recognizing non-verbals | 4 | ||
| 3. Being sensitive to others’ feelings | 4 | ||
| 4. Asking people how they feel | 2 | ||
| 5. Acknowledging people’s feelings | 4 | ||
| 6. Helping others express their feelings | 4 | ||
| 7. Dealing with anger | 3 | ||
| 8. Dealing with hostility and suspicion | 3 | ||
| 9. Being comfortable with conflict | 3 | ||
| 10. Withstanding silences | 4 | ||
| Average | 3.5 | ||
| Diversity and Intercultural Communication | |||
| 1. Realizing the value of diversity | 4 | Use the following scale: | |
| 2. Defining and appreciating cultural differences | 4 | 1 = Need to develop, need a lot of work | |
| 3. Understanding differences is values and preferences | 4 | ||
| 4. Recognizing general communication preferences (direct or indirect, explicit or implicit) | 4 | 2 = Need some work on this capability | |
| 5. Understanding differences in attitudes toward authority, time, risk, and change | 4 | ||
| 6. Knowing customs common to cultures encountering | 4 | 3 = Acceptable, but could be stronger | |
| 7. Communicating in intercultural social situations | 4 | ||
| Average | 4 | 4 = Very good abilities | |
| Part 2 Group and Organizational Communication | |||
| Area and Capability | 5 = Excellent abilities | ||
| Group and Team Communication and Dynamics | |||
| 1. Identifying and clarifying goals and objectives | 4 | ||
| 2. Clearly defining the problem under discussion | 4 | ||
| 3. Examining all facets of the problem | 4 | ||
| 4. Encouraging others to generate ideas | 3 | ||
| 5. Using creativity to develop new ideas | 4 | ||
| 6. Evaluating options | 4 | ||
| 7. Helping groups make decisions | 4 | ||
| 8. Exploring people aspects of the problem | 4 | ||
| 9. Encouraging groups to develop action plans | 4 | ||
| 10. Helping the team to confront difficult issues | 4 | ||
| 11. Sensing tension in the group | 3 | ||
| 12. Being sensitive to how people in the group are feeling | 3 | ||
| 13. Being aware of how open or closed the group is | 3 | ||
| 14. Helping groups explore their commitment to group decisions and or agreements | 3 | ||
| 15. Surfacing vested interests and feelings about issues | 3 | ||
| 16. Identifying those issues which are avoided | 4 | ||
| 17. Drawing attention to unhelpful behavior | 4 | ||
| 18. Helping the team deal with conflict or other tension | 4 | ||
| 19. Supporting individuals against group pressure | 4 | ||
| 20. Helping team members acknowledge strengths | 4 | ||
| 21. Helping team members give each other feedback | 3 | ||
| 22. Facilitating team review and critique | 3 | ||
| Average | 3.6363636364 | ||
| Organizational Communication | |||
| 1. Recognizing different organizational structures | 3 | Use the following scale: | |
| 2. Understanding the human relations approach | 3 | 1 = Need to develop, need a lot of work | |
| 3. Displaying ability to motivate others | 3 | ||
| 4. Recognizing the organizational role of communication | 2 | 2 = Need some work on this capability | |
| 5. Understanding how power works in supervisor/ subordinate relationships | 2 | ||
| 6. Knowing how to build trust in supervisor/subordinate relationships | 2 | 3 = Acceptable, but could be stronger | |
| 7. Establishing communication protocols with supervisors | 2 | ||
| 8. Recognizing the ethical expectations in an organization | 2 | 4 = Very good abilities | |
| 9. Creating an ethical environment | 2 | ||
| 10. Being able to see the organizational cultural differences | 3 | 5 = Excellent abilities | |
| 11. Realizing which organizational cultures fit best with my own individual personality and style | 2 | ||
| 12. Giving praise and appreciation to peers and supervisors | 2 | ||
| 13. Recognizing who talks to whom | 3 | ||
| 14. Soliciting feedback from others | 2 | ||
| 15. Providing constructive feedback to individuals or groups | 3 | ||
| 16. Receiving feedback without being defensive | 2 | ||
| 17. Dealing with supervisors and more senior people | 3 | ||
| 18. Mentoring others | 4 | ||
| 19. Coaching others | 4 | ||
| 20. Networking | 4 | ||
| Average | 2.65 | ||
| Transformational Leadership and Internal Communication | |||
| 1. Selecting the most appropriate leadership style | 2 | ||
| 2. Knowing how to adjust leadership styles when needed | 3 | ||
| 3. Recognizing characteristics of transformational leaders | 2 | ||
| 4. Developing an internal communication strategy | 2 | ||
| 5. Developing a vision | 2 | ||
| 6. Communicating a vision | 2 | ||
| 7. Targeting messages to different levels in an organization | 3 | ||
| 8. Creating a change communication program | 2 | ||
| 9. Implementing a change communication program | 2 | ||
| Average | 2.2222222222 | ||
| External Corporate Communication | |||
| 1. Developing an external communication strategy | 2 | ||
| 2. Managing reputation | 3 | ||
| 3. Analyzing external stakeholders | 3 | ||
| 4. Developing targeted messages for external stakeholders | 2 | ||
| 5. Communicating with the news media | 2 | ||
| 6. Dealing with a communication crisis situation | 2 | ||
| Average | 2.3333333333 | ||
| Leadership Communication Self-Assessment Final Scores | Scale: | ||
| Name: Hari charan varma Kokku | Date:10/25/2017 | 1 = Need to develop, need a lot of work | |
| Transfer the average from each capability section above to the scoring column below. | |||
| 2 = Need some work on this capability | |||
| Capability area | Score | ||
| Ethos/image | 3.6667 | 3 = Acceptable, but could be stronger | |
| Audience Analysis and Strategy | 3.6 | ||
| Social Media and Other Written Communication | 3.8571 | 4 = Very good abilities | |
| Oral Communication | 3.7273 | ||
| Visual Communication | 4.1667 | 5 = Excellent abilities | |
| EI - Dealing with own feelings | 4.1429 | ||
| EI - Dealing with Others | 3.5 | ||
| Cultural Communication Competence | 4 | ||
| Group and Team Communication and Dynamics | 3.6364 | ||
| Organizational Communication | 2.65 | ||
| Internal Communication | 2.2222 | ||
| External Communication | 2.3333 | ||
Leadership Communication Deborah J. Barrett Self-Assessment &P
&"-,Italic"© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manne&10r. &"-,Regular"&11
EI portion
| Appendix A - Self-Assessment of Leadership Communication Capabilities | |||
| Emotional Intelligence Assessment | |||
| Leadership Communication, 4th edition. | |||
| Name: | Date: | ||
| Emotional Intelligence 1: Dealing with Own Feelings | Scale # | Scoring Instructions: | |
| 1. Knowing own personality type | Assess your abilities on each of the topics under Area and Capability using the scale of 1-5 provided below ; a formula is already in place to tally the average in each section for you. | ||
| 2. Recognizing other types and their effect on behaviors | |||
| 3. Being aware of own feelings | |||
| 4. Identifying and controlling feelings | |||
| 5. Asserting own ideas and rights | Use the following scale: | ||
| 6. Stating own needs | 1 = Need to develop, need a lot of work | ||
| 7. Expressing feelings to others | |||
| Average | ERROR:#DIV/0! | 2 = Need some work on this capability | |
| Emotional Intelligence 2: Dealing with Others | |||
| 1. Listening | 3 = Acceptable, but could be stronger | ||
| 2. Recognizing non-verbals | |||
| 3. Being sensitive to others’ feelings | 4 = Very good abilities | ||
| 4. Asking people how they feel | |||
| 5. Acknowledging people’s feelings | 5 = Excellent abilities | ||
| 6. Helping others express their feelings | |||
| 7. Dealing with anger | |||
| 8. Dealing with hostility and suspicion | |||
| 9. Being comfortable with conflict | |||
| 10. Withstanding silences | |||
| Average | ERROR:#DIV/0! | ||