Deliverable 07 - Professional Development Plan for Your Team

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Title of Paper: Final Deliverable

Your Name

Rasmussen University

COURSE#: Course Title: LDR5000CBE Professional Growth and Leadership

Professor’s Name

Assignment Due Date

Title of Paper: Final Deliverable

A basic research paper consists of an introduction, body, and conclusion. The introductory paragraph presents the topic of the paper and typically summarizes the main points and ends with a thesis. The body of the paper covers the main points and normally includes citations to sources that support the author’s claims and information. Papers should end with a conclusion. Conclusions normally summarize the main points that were addressed, without introducing new content.

In this final deliverable, you have been tasked with completing six deliverables into one document. Each criterion (section) has multiple parts to complete. Each section and subsections should be fully developed, with multiple clear examples and the support of scholarly research conducted. This final deliverable will assess your mastery of these competencies: understanding the influence of personal attributes on relationships; analyzing behavioral adaptability for goal attainment; developing self-management techniques; evaluating relationship management; assessing time management tools for well-being; and demonstrating self-awareness in thinking and learning.

You are given a scenario: As a team manager, you have recently completed training in professional growth and leadership, which you will need to turn around and implement with your team members. You are directly responsible for a team of 10 employees, and you will be creating a growth development plan for each member of your current team as well as future professional development plans for your team as a whole.

Example of Level 1 Heading: Team Assessment and Reflection

Not all papers require Level 1 or Level 2 headings, or both, but we have included them as a visual example. Remember to change this template so its information applies to you and to your classes. Keep the paragraphs indented and double spaced; do not switch to block paragraphing.

For this section of the paper, you should be sure to incorporate multiple sections (sub-criterions). The Introductory section of this criterion will analyze your team’s Emotional Intelligence (EI) assessment results, just as you did in module 01 to deliverable. You will carefully review each team member’s scores in the four EI domains: Self-Awareness, Self-Management, Social-Awareness, and Relationship Management.

To "analyze" in the context of your team's EI assessment results means to go beyond simply looking at the scores. It involves a deeper examination to understand the patterns, trends, and implications of those scores for your team as a whole and for individual members. As you look at the information given for the 10 team members, you will want to look for commonalities and patterns, interpret scores to understand what a “low”, “medium”, or “high” score signifies in each of the four EI domains. Ask yourself, what does a low score in “Self-Awareness” suggest about that individual team member? Or what does a high score in “Relationship Management” imply for team dynamics? Think about what these scores might mean for how your team functions, for example: if a team has low Social-Awareness, how might that affect communication or collaboration? If individuals have high Self-Management, how might that impact their ability to meet deadlines? Then draw your conclusions based on your interpretation of the patterns and implications you identified. Look at the strengths and potential challenges, be sure to include multiple examples and support your work with the relevant research conducted from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: Team strengths

Remember that you should delete the “Example of Level 2 Heading” if it does not apply to your assignment. The final portion of the paper is the references list, which you can find on the last page of this template. The references list gives complete information about all the sources that are cited in the paper. For Rasmussen papers, the references list follows APA formatting rules.

In this sub criterion (section) you will reflect upon your teams’ findings and identify the areas of strength(s) based on the assessment. You will want to look at what specific EI areas your team collectively demonstrates strengths? You will want to explain your reasoning by pointing to the assessment results, just as you did in module 01, deliverable.

When you see the word “reflect” in a writing prompt, it instructs you to engage in thoughtful examination of something, such as an experience, data, an idea, or in this deliverable, assessment results. It goes beyond simply stating facts or summarizing information. As you look at the assessment, you will want to make connections by identifying links between the subject and your own understanding, then consider thinking about the significance of consequences or potential outcomes related to the subject. As you look at the EI assessment, think about what the teams’ EI scores mean to you. Consider how these scores might relate to your experiences working with teams, then look at the implications of the strengths, develop your own conclusions, and place your insights into a written response. Essentially, reflecting asks you to move from simply reporting the data to making sense of it and sharing your understanding.

This section should be a minimum of one to two full paragraphs. Be sure to include multiple examples and support your work with the relevant research conducted from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: Areas of weaknesses

In this sub criterion (section) you will reflect upon your teams’ findings and identify the areas of weaknesses based on the assessment. You will want to look at what specific EI areas does your team collectively demonstrate weaknesses? You will want to explain your reasoning by pointing to the assessment results, just as you did in module 01.

When you see the word “reflect” in a writing prompt, it instructs you to engage in thoughtful examination of something, such as an experience, data, an idea, or in this deliverable, assessment results. It goes beyond simply stating facts or summarizing information. As you look at the assessment, you will want to make connections by identifying links between the subject and your own understanding, then consider thinking about the significance of consequences or potential outcomes related to the subject. As you look at the EI assessment, think about what the teams’ EI scores mean to you. Consider how these scores might relate to your experiences working with teams, then look at the implications of the weaknesses, develop your own conclusions, and place your insights into a written response. Essentially, reflecting asks you to move from simply reporting the data to making sense of it and sharing your understanding.

Example of Level 2 Heading: Growth and development

In this criterion (section) you will identify at least one specific area for potential growth and development for each team member based on their individual EI scores. This is a discussion and should not be a bulleted or numbered list. Your discussion means that you are looking at the topic from several points of view. It involves examining different aspects, perspectives, and potential implications of the subject matter identified from the EI assessment. Your reflection should demonstrate a thoughtful analysis of the team’s EI profile, just as you did in module 01.

Example of Level 1 Heading: Social Awareness Strategies

Criterion two has five distinct parts to address. Part one: is to “create a list of Social Awareness Strategies for your team”. When looking at this section, you will want to think about what your team could do to become more aware of each other's emotions, perspectives, and needs. Consider things like active listening, empathy, understanding non-verbal cues, and being aware of group dynamics, to name a few. Make a bulleted list of specific actions your team could take to improve its Social Awareness.

When writing academically in APA formatting, the use of bullet points can be used to present a list of items when the order does not imply importance, so the order is not significant. If you are writing where the points are important, such as steps to a procedure, then you will want to use a numbered list instead. When formatting bullet points, you will want to indent and keep the formatting consistent. The items should generally be single-lined spaced within each item, but the entire list should be double-spaced, just like the entire paper. You will want to add information to each bulleted item, so capitalize and punctuate based on whether the items are complete sentences or phrases but always maintain consistency with the list.

You can support this criterion (section) in two different ways: 1.) You can support each individual bullet point (example) OR 2.) you can add the support in the introductory sentence(s) or within the concluding sentence(s). It is easier and faster to support the criterion as a whole, and not each individual bulleted example listed. The support should come from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: Incorporating into team strategies

Once you have your list of Social Awareness strategies, think about how you would put them into practice within your team’s regular activities or how they would work together. Explain how you incorporate these strategies into your team’s way of operating. For example, would you schedule specific times for team members to share how they feel? Or would you encourage more active listening during meetings? Be sure to be specific in your explanation.

This criterion should be a minimum of one to two paragraphs in length. The information provided should be supported by the relevant research conducted. The support should come from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: Mentors

In this criterion you should discuss and explain what mentoring and coaching is, just as you did in module 03 deliverables. After you have established mentoring and coaching, you will want to identify all team members who would make a good mentor. To do this, look back on the EI assessment results. Are there individuals who scored particularly high in certain areas and could help others develop those skills? A mentor is someone with experience and knowledge who guides another person. Based on the EI scores, identify any team members who seem to be well-suited to mentor others in specific EI areas. You should mention who they are and in what area(s) they could mentor.

Example of Level 2 Heading: Incorporating mentoring and modeling

As you write this sub criterion, think about how you would set up a mentoring system within your team. Also, consider how team members with strong EI skills can "model" positive behaviors for others to learn from. Describe how you implement mentoring relationships and encourage positive role modeling within your team. For example, would you pair specific individuals? How would you encourage those with strong skills to demonstrate them?

Example of Level 2 Heading: Training for mentors

In this criterion you will decide on what kind of guidance or resources the mentors identified from the team assessment might require to be effective within their role. Consider what support or training your identified mentors might need to help them guide others effectively. This could include things like coaching skills, tips for giving feedback, or resources on specific EI competencies.

Example of Level 1 Heading: Self-Management Strategies

To start this criterion, you should include an introductory sentence that describes, and explains self-management, just as you did in module 03. You will lead into the self-management strategies for three team members, Samantha, Bada, and Fatima. For this criterion, you will want to create a plan for each of these three specific team members to help them manage themselves more effectively. Think about the different aspects of self-management such as time management, stress management, goal setting, self-discipline, and/or motivation to name a few. For each of the individuals (Samantha, Bada, and Fatima) you will identify a set of strategies or techniques they could use to improve their self-management skills. You can place a sub-heading for each individual team member (Samantha, Bada, and Fatima) Or you can simply indent for a new paragraph, being sure to use an introductory sentence to clearly identify the team member being addressed in that paragraph. Each strategy will be tailored to each team member (Samantha, Bada, and Fatima).

To summarize this criterion, you will:

1. Create a self-management plan for Samantha

2. Create a self-management plan for Bada

3. Create a self-management plan for Fatima

4. Explain how these three plans differ from each other

5. Explain why you made those differences (based off their individual EI assessment results).

This criterion should be a minimum of four paragraphs in length. One paragraph for the introduction to the criterion, and a minimum of one complete paragraph for each individual team member (Samantha, Bada, and Fatima). The information provided should be supported by the relevant research conducted. The support should come from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: How would these strategies differ and why?

In this criterion, you will compare the self-management strategies you created for Samantha, Bada, and Fatima. Consider why you recommend different approaches for each person. Explain the differences between the strategies you proposed for each individual (Samantha, Bada, and Fatima). More importantly, explain the reasons behind these differences. This likely involves referring to the Emotional Intelligence (EI) assessment results looked at earlier for each of them. For example, if Samantha scored low in Self-Management, her strategy might focus on goal setting and time management, while Fatima, who scored high, might need strategies for maintaining balance or delegating effectively.

Example of Level 1 Heading: Relationship Management Strategies

To start this criterion, you should include an introductory sentence that describes and explains relationship management, just as you did in module 04. You will lead into the relationship management strategies for three team members, Alex, Cassie, and John. For this criterion you will want to create a plan for each of these three specific team members to help them manage their relationships more effectively, both personally and professionally (especially within the team). Think about the different aspects of relationship management such as building relationships, communication skills, conflict management, collaboration and empathy towards co-workers (teammates), to name a few. For each of the individuals (Alex, Cassie, and John), you need to come up with a set of strategies or techniques they could use to improve how they interact with and manage their relationships. You can place a sub-heading for each individual team member (Alex, Cassie, and John), or you can simply indent a new paragraph, being sure to use an introductory sentence to clearly identify the team member being addressed in that paragraph. Each strategy will be tailored to each team member (Alex, Cassie, and John).

To summarize this criterion, you will:

6. Create a self-management plan for Alex

7. Create a self-management plan for Cassie

8. Create a self-management plan for John

9. Explain how these three plans differ from each other

10. Explain why you made those differences (based off their individual EI assessment results).

This criterion should be a minimum of four paragraphs in length. One paragraph for the introduction to the criterion, and a minimum of one complete paragraph for each individual team member (Alex, Cassie, and John). The information provided should be supported by the relevant research conducted. The support should come from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: How strategies differ and why?

In this criterion, you will compare the relationship management strategies you created for Alex, Cassie, and John. Consider why you recommended different approaches for each person. Explain the differences between the strategies you proposed for each individual (Alex, Cassie, and John). More importantly, explain the reasons behind these differences. This will likely involve referring to the Emotional Intelligence (EI) assessment results looked at earlier for each of them, specifically their scores in Social-Awareness and Relationship Management. For example, someone with low Relationship Management might need strategies focused on active listening and conflict resolution, while someone with higher scores might focus on mentoring or team building.

Example of Level 1 Heading: Time Management Plans

To start this criterion, you should include an introductory sentence that describes and explains time management, just as you did in module 05. Think about how your team can collectively manage its time more effectively to meet deadlines, work efficiently, and balance workloads. This could entail things like shared calendars, project management tools, meeting schedules or agendas that have been agreed upon with the team, strategies for prioritizing team tasks, and communication protocols regarding deadlines, to name a few. Once you have identified strategies, you will create a general time management plan that applies to the entire team and how it operates together. Describe the systems, tools, or agreements the team uses.

Example of Level 2 Heading: Differing plans (individual vs. team) and why?

In this criterion you will think how an individual team member's time management needs and strategies might be different from the team's overall plan. Be sure to explain why these differences exist. Explain the reasons for these differences. This could relate to individual roles, responsibilities, work styles, or even their EI strengths and weaknesses. For example, a team member who scored low in self-management might need more structured individual time management tools. Be sure to include why a team-level plan is not appropriate for every individual. For example: a “one size fits all” motto. This type of approach to team management assumes that a single solution or standard applies to everyone in every situation. By implementing a standard plan, you inadvertently disregard individual differences or unique circumstances, which can lead to ineffective outcomes in situations that do not “fit the mold”.

Example of Level 1 Heading: Personal Learning and Growth Development

In this criterion (section) you will think about the things you've learned and how you've grown as an individual throughout this course or these activities. Consider new skills, insights about yourself, or a better understanding of teamwork and leadership. Then, think about how this personal development affects how you lead or contribute to the team, just as you did in module 06. You will write about the connection between your own learning journey and our role as leaders. consider asking yourself questions such as: What have you learned about yourself or leadership? How have the concepts learned within this course changed your approach to working with a team? Are you more confident, understanding, or better able to guide a team in any way because of the concepts and personal growth learned in this course? In simpler terms, think about what you have learned and how you have grown. Then explain how that growth makes you a better leader for your team (even if it is an informal leadership role).

This criterion should be a minimum of one complete paragraph of content. The information provided should be supported by the relevant research conducted. The support should come from the articles linked in the module, your faculty instructor’s live lectures, your faculty instructor’s supplemental information placed in the announcements, or any website that is not a .com. A good place to look for scholarly research articles outside of the university’s library PROQUEST, or EBSCO databases would be Google Scholar. When placing information obtained from the relevant research conducted, the use of in-text citations must be placed where the information/facts/summary was provided. It is recommended to use only works that have an author and publication date. For example: (Author’s Last Name, Date of Publication). It is not recommended to use “direct quotes” in academic writing. However, if you must use “direct quotes” to prove or support a point, the in-text citation will look like: (Author’s Last Name, Date of Publication, Page # where direct quote was taken). For example: (Goodwin, 2024, p 3-4).

Example of Level 2 Heading: How does self-reflection enable effective leadership?

In this criterion you will think specifically about the EI concept of self-awareness, and how understanding your own emotions, strengths, weaknesses, and values allows you to impact others. How does having this specific understanding help you to be a better team member? When you are explaining the benefits of self-awareness in context to leadership, consider asking yourself questions such as: How does knowing your strengths help you to contribute effectively? How does being aware of your weaknesses help you lead more effectively, such as knowing when to ask for help? How does understanding your emotions help you to manage the interactions you have with others or within a team setting? How does being aware of your impact on others influence your leadership style? This prompt asks you for our personal insights, so there is not one right answer. However, your responses should show thoughtful reflection.

The last criterion (section) should be a minimum of one to two paragraphs. The last criterion does not have to be supported by any relevant research, unless you have new information, facts, or ideas summarized by another individual’s work.

Please see the LLS video on how to adjust this template before using for an assignment at http://rasmussen.libanswers.com/faq/140225. It also explains how this document can be saved as a Word template so that it can be used repeatedly.

References

Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number(Issue number), Page numbers.