Personal Leadership Development

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PO1001: Personal Leadership Development: Analyze personal leadership and personal responsibility in leadership development

Written Response Submission Form

Your Name: Contessa Hinson

Your E-Mail Address: [email protected]

Instructions

Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

Item 1

In your own words, define leadership, including what it means to lead others and to lead yourself. Include at least one example of successful leadership of others that you have observed, either in your own life, within your local community, or throughout the world. Describe what self-leadership looks like in your daily life. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Leadership can be in a personal definition defined a person who leads others known as followers. As with every term, the word leadership can be defined beyond a standard definition. In order to know how leadership applies to someone, one must take into consideration where or what term is being used for. Is the word leadership being used for personal situations, such as to be an influencer to a child or used in a business setting. Many have heard the term leadership being used as a tittle. Such as in office settings where they would call a supervisor part of the leadership team.

I have been in that role, whereas I was a member of management referred to as leadership. With this title, I helped myself to surpass my expectations I had for my employees. Leadership is the essentials of being able to inspire others. Effective leadership is idea based communicated to others in a engaging way to meet the expectations of a leader (Ward, 2021).Leadership is based on the person its attached to, when being a leader a person should ask themselves what makes them a leader.

Ward, S. (n.d.). What is leadership? Retrieved March 13, 2021, from https://www.thebalancesmb.com/leadership-definition-2948275

Rubric

Module 1: Introduction to Personal Leadership

Not Present

Needs Improvement

Meets Expectations

Define leadership of yourself and others, including at least one example of observed successful leadership and a description of what self-leadership looks like in your daily life.

LO1.1: Define leadership of self and others

Response is missing.

Definition of leadership of self and others—including at least one example of observed successful leadership and a description of what self-leadership looks like in the student’s daily life—is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete definition of leadership of self and others, including at least one example of observed successful leadership and a description of what self-leadership looks like in the student’s daily life.

Item 2

Explain how your. self-leadership is a reflection of your individuality and how your behaviors have been influenced by society, your environment, and your experiences Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

My self-leadership is a reflection of my determination to be great at all things that I do. My self-leadership execution is rigorous. I refuse to give up on a goal and I show that to others. This increases when I am in a tough environment that requires me to overcome many challenges. Depending on the situation, environment or task I adjust my methods to lead to fit the role or needs at that current time.

Personal traits may fluctuate based on the situation but should contain the same basic ideas. Such as self-awareness, those who possess it should aim to develop (Gallo, 2019). For myself I am aware of my strengths and weaknesses which not only expresses self-awareness but also is a reflection of my individuality. I came into an environment during my career that had a lack f direction due to poor leadership. I used my experience with methods I had tested before to about face the morale and inspired future leaders. This was accomplished by showing there were great things going on within the company and they were not out to make employees unhappy, that while rules may not be liked, they are created for the good everyone.

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Explain how self-leadership and self-leadership practices are a reflection of individuality and how behaviors are influenced by society, one’s environment, and personal experiences.

LO2.1: Explain the influence of society and environment on individual behaviors

LO2.2: Describe the impact of individuality on self-leadership practices

Response is not present.

Explanation of how self-leadership and self-leadership practices are a reflection of individuality and how behaviors are influenced by society, one’s environment, and personal experiences is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete explanation of how self-leadership and self-leadership practices are a reflection of individuality and how behaviors are influenced by society, one’s environment, and personal experiences.

Items 3–11 should be based on your completion of the Technology Backup Plan Worksheet, the Online Learning Readiness Self-Assessment, the Time Management Worksheet, the Walden Support Network activity, and the Self-Leadership Questionnaire and the Cues Exercise from Neck, Manz, and Houghton (2016).

Item 3

Analyze how well you manage your performance on activities, including how you track progress and prioritize your time. Provide specific examples and information or scores from the self-assessment activities to support your response. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

As of late because of work and family life I have not been able to prioritize my time as well as I have in the past. As a solution, I have committed myself to spend doable yet sufficient time on activities. For example, I plan to spend at least 1-2 hours daily on schoolwork. As of now there has been no set time, more so just as it fits in. That method is not working, and I am not progressing as fast as intended. Work wise, is straight forward but there are some tasks in which I must plan a time to do them. I do this plan scanning the task to see how long I think it would take me to complete, then based on completion time I can determine when they are best completed.

As discussed in the clues exercise, I try to surround myself with positive cues, such as being around higher energy people and having an outlet. Rather that outlet be a trip or Starbucks or talking to someone about my stressors. To track my progress I use SMART goals, which are specific, measurable, realistic and achievable goals (NYU, 2021). This ensures that process is being met, my biggest emphasis is on realistic goals. This is based on time, as on my time worksheet most hours are spent at work. If I set a goal to use time, I don’t have my goal won’t be reached.

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Analyze personal performance management, progress tracking, and time prioritization, including specific examples and information or scores from self-assessment activities to support response.

LO2.3.1: Analyze personal readiness for leadership

Response is not present.

Analysis of personal performance management, progress tracking, and time prioritization—including specific examples and information or scores from self-assessment activities to support response—is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete analysis of personal performance management, progress tracking, and time prioritization—including specific examples and information or scores from self-assessment activities to support response.

Item 4

Analyze your current use of positive and negative cueing strategies in your own self-leadership. Provide specific examples to support your response, including an assessment of how effective you are in this area. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Positive and negative cues are the foundation of how we analyze and understand information as it relates to self-leadership. As humans we internalize most actions in the way it relates to us personally. I am a motivator, so when I encounter leadership styles that are short, quick tempered, or lack positivity I immediately consider them ineffective leaders. These ineffective leadership styles in which we as humans occasionally exhibit can cause negative cues in our leadership efficiency due to how they are interpreted by others. It is important to be cognizant of these cues in which we view as negatives when in leadership roles or during self-leadership to ensure we are performing to our highest potential. My queuing system aligns behaviors that I would consider productive with good queuing and what I would consider unproductive as bad or missed cues. In my leadership style I use positive cues in my everyday actions to illustrate the behaviors I want to impress upon others. As my children start to see me label and place materials into different bins to recycle, dispose, and reuse they use those cues that they see to decide good and bad recycling behaviors In an article titled Self-Management as a Substitute for Leadership: A Social Learning Theory Perspective it states "Self-leadership is a comprehensive self-influence process involving both behavioral and cognitive states and strategies aimed at positively shaping individual performance outcomes (Neck et al. 2020;Stewart et al. 2011Stewart et al. , 2019. Inspired by Kerr and Jermier (1978)" I find this statement to be true because I have more successful outcomes when I set positive cues for myself to follow through with my plans. I motivate myself and others through those same means which are positive actions that turn into positive cues to influence behavior by completing tasks. The Academy of Management Review Vol. 5, No. 3 (Jul., 1980), pp.361-367 (7 pages) Published By: Academy of Management

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Analyze personal use of positive and negative cueing strategies in self-leadership, including specific examples and an assessment of personal effectiveness in this area.

LO2.3.2: Analyze personal readiness for leadership

Response is not present.

Analysis of personal use of positive and negative cueing strategies in self-leadership—including specific examples and an assessment of personal effectiveness—is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete analysis of personal use of positive and negative cueing strategies in self-leadership—including specific examples and an assessment of personal effectiveness.

Item 5

Explain how you will apply self-leadership to your academic studies, including specific examples such as the Technology Backup Plan Worksheet and the Time Management Worksheet in your response. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Your Response

Rubric

Module 3: Walden Academic Readiness

Not Present

Needs Improvement

Meets Expectations

Explain how self-leadership will be applied to personal academic studies, including specific examples to support the response.

LO3.1: Explain how self-leadership applies to academic studies

Response is not present.

Explanation of how self-leadership will be applied to personal academic studies, including specific examples to support the response, is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete explanation of how self-leadership will be applied to personal academic studies, including specific examples to support the response.

Item 6

Analyze your current goal-setting behaviors, including how often you set goals, whether they are goals you are able to achieve, and how successful you generally feel in meeting your goals. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Your Response

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Analyze current personal goal-setting behaviors, including how often you set goals, whether they are achievable, and how successful you generally feel in meeting your goals.

LO2.3.3: Analyze personal readiness for leadership

Response is not present.

Analysis of current personal goal-setting behaviors—including how often they are set, whether they are achievable, and how successful the student feels in meeting his/her goals—is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete analysis of current personal goal-setting behaviors—including how often they are set, whether they are achievable, and how successful the student feels in meeting his/her goals.

Item 7

Analyze your use of self-rewards, self-punishment, and other feedback, including specific strategies you use to influence your own behavior. Your response should be at least 150–225 words (2–3 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Your Response

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Analyze the use of self-rewards, self-punishment, and other feedback, including specific strategies used to influence personal behavior.

LO2.3.4: Analyze personal readiness for leadership

Response is not present.

Analysis of the use of self-rewards, self-punishment, and other feedback, including specific strategies used to influence personal behavior, is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete analysis of the use of self-rewards, self-punishment, and other feedback, including specific strategies used to influence personal behavior.

Item 8

Classify your level of readiness in the area of personal leadership. As support for your classification, include your Total Score on the Self-Leadership Questionnaire, as well as any areas identified in your completion of the other activities that could provide some insight into aspects of your personal leadership you may want to continue to improve upon. Your response should be at least 150–225 words (2–3 paragraphs) in length, including graphs. Be sure to reference at least one scholarly source to support your answer.

Your Response

Rubric

Module 2: Personal Leadership Readiness

Not Present

Needs Improvement

Meets Expectations

Classify readiness for personal leadership, including scores and/or information from self-assessment activities and identified areas for continued growth and development.

LO2.3.5: Analyze personal readiness for leadership

Response is not present.

Classification of readiness for personal leadership, including scores and/or information from self-assessment activities and identified areas for continued growth and development, is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete classification of readiness for personal leadership, including scores and/or information from self-assessment activities and identified areas for continued growth and development.

Item 9

Explain what a SMART goal is and how goal setting is a key component of your development as a leader (of self and others). Your response should be at least 75–150 words (1–2 paragraphs) in length. Be sure to reference at least one scholarly source to support your answer.

Your Response

Rubric

Module 4: Preparing for Future Action

Not Present

Needs Improvement

Meets Expectations

Explain SMART goals and how they are key to development as a leader of self and others.

LO4.1: Explain how personal goal setting is a key component of an individual’s leadership development

Response is not present.

Explanation of SMART goals and how they are key to development as a leader of self and others is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete explanation of SMART goals and how they are key to development as a leader of self and others.

Item 10

For this question, consider your academic goals, including (but not limited to) such topics as how you plan to manage your time to fit in your studies; how you will build your skills, as needed; how you will utilize the support centers and departments that Walden offers to complete your program requirements; and how you will plan for emergencies or technology breakdowns. After considering these topics, address the following:

· Identify three to five things that you want to work on related to your academic success. (75 words, or 1 paragraph)

· Describe the steps you will take to address each of these ideas. (225–375 words, or 3–5 paragraphs)

· Explain how you will accomplish these steps (i.e., what is your plan?). (225–375 words, or 3–5 paragraphs)

· Identify who can help or support you with these steps. (75 words, or 1 paragraph)

· Determine by when you will accomplish these steps (i.e., when is each due?). (75 words, or 1 paragraph)

· Based on your responses in items a–e, compose one SMART goal for each of the things you identified that you want to work on related to your academic success. (1 sentence for each SMART goal)

Your Response

Rubric

Module 4: Preparing for Future Action
	0 Not Present	1 Needs Improvement	2 Meets Expectations
Identify three to five items to work on related to academic success. LO4.2.1: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of three to five items the student wants to work on related to his/her academic success is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of three to five items the student wants to work on related to his/her academic success.
Describe the steps to address each of three to five items identified related to academic success. LO4.2.2: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Description of steps student will take to address each of the three to five identified items related to his/her academic success is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete description of steps student will take to address each of the three to five identified items related to his/her academic success.
Explain the plan for how you will accomplish the steps related to your three to five academic success items. LO4.2.3: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Explanation of the plan for how the student will accomplish the steps related to his/her three to five academic success items is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete explanation of the plan for how the student will accomplish the steps related to his/her three to five academic success items.
Identify the individual(s) who will support you with completion of the steps in your plan for each identified academic success item. LO4.2.4: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of the individual(s) who will support the student with completing the steps in his/her plan for each academic success item is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of the individual(s) who will support the student with completing the steps in his/her plan for each academic success item.
Identify a due date for every step in your plan for each academic success item. LO4.2.5: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of a due date for every step in the student’s plan for each academic success item is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of a due date for every step in the student’s plan for each academic success item.
Compose one SMART goal for each of the three to five items you identified related to your academic success. LO4.2.6: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Composition of a SMART goal for each of the three to five academic success items the student identified is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete SMART goal for each of the three to five academic success items the student identified.

Item 11

For this question, consider your personal and professional goals, including (but not limited to) such topics as self-enrichment (health, relationships, etc.), family life, social awareness/social change, finances, personal achievements, professional/career goals, leadership, etc. After considering these topics, address the following:

· Identify three to five things that you want to work on related to your personal and professional success. (75 words, or 1 paragraph)

· Describe the steps you will take to address each of these ideas. (225–375 words, or 3–5 paragraphs)

· Explain how you will accomplish these steps (i.e., what is your plan?). (225–375 words, or 3–5 paragraphs)

· Identify who can help or support you with these steps. (75 words, or 1 paragraph)

· Determine by when you will accomplish these steps (i.e., when is each due?). (75 words, or 1 paragraph)

· Based on your responses in items a–e, compose one SMART goal for each of the things you identified that you want to work on related to your personal and professional success. (1 sentence for each SMART goal)

Your Response

Rubric

Module 4: Preparing for Future Action
	0 Not Present	1 Needs Improvement	2 Meets Expectations
Identify three to five items to work on related to personal and professional success. LO4.2.7: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of three to five items the student wants to work on related to his/her personal and professional success is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of three to five items the student wants to work on related to his/her personal and professional success.
Describe the steps to address each of three to five items identified related to personal and professional success. LO4.2.8: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Description of steps student will take to address each of the three to five identified items related to his/her personal and professional success is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete description of steps student will take to address each of the three to five identified items related to his/her personal and professional success.
Explain the plan for how you will accomplish the steps related to your three to five personal and professional success items. LO4.2.9: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Explanation of the plan for how the student will accomplish the steps related to his/her three to five personal and professional success items is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete explanation of the plan for how the student will accomplish the steps related to his/her three to five personal and professional success items.
Identify the individual(s) who will support you with completion of the steps in your plan for each identified personal and professional success item. LO4.2.10: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of the individual(s) who will support the student with completing the steps in his/her plan for each personal and professional success item is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of the individual(s) who will support the student with completing the steps in his/her plan for each personal and professional success item.
Identify a due date for every step in your plan for each personal and professional success item. LO4.2.11: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Identification of a due date for every step in the student’s plan for each personal and professional success item is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of a due date for every step in the student’s plan for each personal and professional success item.
Compose one SMART goal for each of the three to five items you identified related to your personal and professional success. LO4.2.12: Apply personal leadership behaviors and strategies to support future success	Response is not present.	Composition of a SMART goal for each of the three to five personal and professional success items the student identified is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete SMART goal for each of the three to five personal and professional success items the student identified.

References

Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:

Neck, C. P., Manz, C. C., & Houghton, J. D. (2017). Self-leadership: The definitive guide to personal excellence. Thousand Oaks, CA: SAGE.

Professional Skills Assessment

In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social & Cultural Perspectives, and Interpreting Data & Quantitative Fluency. These skills count toward your achievement of the Competency and the Professional Skills.

Professional Skills Assessment	0 Not Present	1 Needs Improvement	2 Meets Expectations
Written Communication: Write with clarity, coherence, and purpose.
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)	Sentences are incoherent and impede reader’s access to ideas.	Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.	Sentence structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics (AWE 2; Sentence Level Skills)	Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.	Some inaccuracies in grammar and mechanics limit reader’s access to ideas.	Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea (AWE 2; Paragraph Level Skills)	Paragraphs, or lack of paragraphs, impede reader’s access to ideas.	Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.	Main idea and/or supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim (AWE 2; Use of Evidence)	Supporting materials are not present.	Supporting material is used inconsistently or inappropriately.	Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
LO1: Identify and locate credible sources	No sources or non-credible sources are present.	Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.	Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
LO2: Analyze information sources	Analysis is not present.	Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.	Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
Engaging Multiple Social & Cultural Perspectives: Apply strategies to develop intellectual flexibilty and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
LO1: Recognize the value of one’s own and others’ social and cultural perspectives	Recognition is not present.	Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives.	Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives.
Interpreting Data & Quantitative Fluency: Interpret numeric information in order to analyze issues and make decisions.
LO1: Identify conclusions from numeric information presented in narrative and/or graphic form	No conclusions are made based on numeric information.	Connections between conclusions and numeric information are vague or inaccurate.	Conclusions identified are appropriately connected to the numeric information.
LO3: Use quantitative data as evidence for a decision or recommendation	Quantitative evidence is not used.	Quantitative evidence does not support or is superfluous to the recommendation or decision.	Argument for a decision or recommendation incorporates appropriate quantitative data as evidence.

Mastery Rubric

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Mastery Rubric	No	Yes
Exceeds Expectations: In-Depth Analysis
LO1: Analyze multiple relevant sources and examples to explain principles and concepts related to personal leadership and personal responsibility in leadership development.	Responses to the items do not use information from relevant sources and examples to demonsrate a thorough understanding of the importance of personal leadership and personal responsibility in leadership development.	Responses to the items use information from relevant sources and examples to demonstrate a thorough understanding of the importance of personal leadership and personal responsibility in leadership development.