Assessing Self

  Order Description   Assignment 2: Assessin" rel="nofollow">ing Self Instructions Project Two: Assessin" rel="nofollow">ing Self Purpose: The purpose of this assignment is for you to develop a Relationship Buildin" rel="nofollow">ing Action Plan. Outcome Met by Completin" rel="nofollow">ing This Assignment • use leadership theories, assessment tools, and an understandin" rel="nofollow">ing of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills • develop and implement methods for establishin" rel="nofollow">ing a constructive organizational structure and culture that fosters positive employee and employer relationships • assess the in" rel="nofollow">interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices Background: After a relaxin" rel="nofollow">ing weekend, you come to work, sit down at your desk and open your email. The followin" rel="nofollow">ing is an email to you from Andrew Rockfish: I am sendin" rel="nofollow">ing this email to you because of the personal nature of the material contain" rel="nofollow">ined within" rel="nofollow">in your next assignment. It is in" rel="nofollow">incumbent upon all good leaders to assess contin" rel="nofollow">inuously their personal leadership skills, style, and approach. You will be developin" rel="nofollow">ing a personal relationship buildin" rel="nofollow">ing assessment plan. Much like an annual doctor’s check-up, the goal of the assessment plan is to develop a procedure for evaluatin" rel="nofollow">ing the status of your personal skills, style, and attitude in" rel="nofollow">in your work with others. Included in" rel="nofollow">in the assessment plan is a review of your leadership strengths, weaknesses, results of leadership assessments, feedback methodology, attitude, and leadership style. Relationship buildin" rel="nofollow">ing is a dynamic process just as situations change so too can the people skills needed to address the situation. Periodic review of those skills will benefit you by notin" rel="nofollow">ing weaknesses and areas of change or improvement needed in" rel="nofollow">in your behavior. So, what exactly am I askin" rel="nofollow">ing you to do that needs confidentiality? Well, your plan is goin" rel="nofollow">ing to be the result of the followin" rel="nofollow">ing hypothetical evaluation you received after your first year with GDD. Although the hypothetical evaluation could be much better, we have found that the results provide train" rel="nofollow">inees the opportunity to reflect upon one’s actual results and to prepare for personal growth movin" rel="nofollow">ing forward. The hypothetical scenario is one in" rel="nofollow">in which you were promoted a year ago in" rel="nofollow">into a leadership position. However, the past year has proved to show several issues and the results are not at all what we were hopin" rel="nofollow">ing for when we promoted you. Still, experience has taught us that help starts with an employee takin" rel="nofollow">ing stock of their personal skills. Sin" rel="nofollow">ince we believe that you have the potential for bein" rel="nofollow">ing an excellent department head, we would like to take measures toward your development. Please follow the in" rel="nofollow">instructions below: Instructions: NOTE: All submitted work is to be your origin" rel="nofollow">inal work (only created and prepared by you). You may not use any work from another student, the Internet or an onlin" rel="nofollow">ine clearin" rel="nofollow">inghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about in" rel="nofollow">instructor and general academic expectations with regard to proper citation of sources as specified in" rel="nofollow">in the APA Publication Manual, 6th Ed. (Students are held accountable for in" rel="nofollow">in-text citations and an associated reference list only).   Step 1: Preparation for the Assignment Before you begin" rel="nofollow">in writin" rel="nofollow">ing the report, you will read the followin" rel="nofollow">ing requirements that will help you meet the writin" rel="nofollow">ing and APA requirements. Not readin" rel="nofollow">ing this in" rel="nofollow">information will lead to a lower grade: • Review “How to Analyze a Case Study” under Week 6 Content. You are expected to use the facts from the case scenario focusin" rel="nofollow">ing on usin" rel="nofollow">ing this in" rel="nofollow">information to determin" rel="nofollow">ine opportunities and solve problems. • Read the gradin" rel="nofollow">ing rubric for the assignment. Use the gradin" rel="nofollow">ing rubric while writin" rel="nofollow">ing the report to ensure all requirements are met that will lead to the highest possible grade. In writin" rel="nofollow">ing this assignment, you will read and followin" rel="nofollow">ing these tasks: • Third person writin" rel="nofollow">ing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writin" rel="nofollow">ing), nor is there use of “you or your” (second person writin" rel="nofollow">ing). If uncertain" rel="nofollow">in how to write in" rel="nofollow">in the third person, view this lin" rel="nofollow">ink: https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person. • Contractions are not used in" rel="nofollow">in busin" rel="nofollow">iness writin" rel="nofollow">ing, so you are NOT to use contraction in" rel="nofollow">in writin" rel="nofollow">ing this assignment. • You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewin" rel="nofollow">ing this lin" rel="nofollow">ink: https://writin" rel="nofollow">ing.wisc.edu/Handbook/QPA_paraphrase2.html. • You are responsible for APA only for in" rel="nofollow">in-text citations and a reference list. Cite the page or paragraph number. • You are expected to use the facts from the case scenario paired with the weekly courses readin" rel="nofollow">ings to develop the analysis and support the reasonin" rel="nofollow">ing. No more than three (3) external resources can be used in" rel="nofollow">in completin" rel="nofollow">ing the assignment. The expectation is that you provide a robust use of the course readin" rel="nofollow">ings. If any material is used from a source document, it must be cited and referenced with a page or paragraph number. No books can be used as resource documents. A reference within" rel="nofollow">in a reference list cannot exist without an associated in" rel="nofollow">in-text citation and vice versa.   Step 2: How to Set Up the Plan Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-poin" rel="nofollow">int font. The fin" rel="nofollow">inal product will be between 6-8 pages in" rel="nofollow">in length excludin" rel="nofollow">ing the title page and reference page and appendix. Write clearly and concisely. Follow a Report Format. • Create a title page with title, your name, the course, the in" rel="nofollow">instructor’s name and date; • Introduction • Leadership Table (make sure the tables are formatted to fit within" rel="nofollow">in the report and are easy to read and in" rel="nofollow">interpret) • Leadership Assessment • Relationship Buildin" rel="nofollow">ing Action Plan Step 3: Leadership Table In this hypothetical scenario, your review has been completed and the results of the evaluation as well as feedback from your peers and direct reports are in" rel="nofollow">in your hands. The key to success in" rel="nofollow">in this project is to accept that the content in" rel="nofollow">in the “GDD Evaluation Form” as a real assessment of your performance at GDD for the first year’s work in" rel="nofollow">in this position. Although the in" rel="nofollow">information within" rel="nofollow">in the form is obviously hypothetical, you must place yourself in" rel="nofollow">in the position and address the situation as if it were truly you. • Carefully review the Evaluation Form and Peer/Direct Report Comments: • Examin" rel="nofollow">ine the comments and in" rel="nofollow">information from the two documents: Evaluation Form and Peer/Direct Report Comments. Identify those statements/comments that relate to the followin" rel="nofollow">ing concepts: your strengths as a leader, your weaknesses as a leader, communication skills, personality, emotional IQ, with respect to others - trust, leadership attitude, leadership style, and vision/strategic goal implementation. • Complete the Leadership Table with the statements/comments you have identified. Topic Comment Phrase (s) Strengths as a Leader Weaknesses as a Leader Communication Skills Personality Emotional IQ Trust Leadership Approach Demonstrated Leadership Style Vision/Strategic Goal Implementation • Usin" rel="nofollow">ing the main" rel="nofollow">in topics listed in" rel="nofollow">in the table above, write one paragraph for each topic, relatin" rel="nofollow">ing the identified statements/comments to conclusions that you draw about your effectiveness as a relationship builder over the past year. Use the course readin" rel="nofollow">ings (weeks 1 - 6) to support your conclusions/reasonin" rel="nofollow">ing. Be brutally honest with the conclusions that you draw. This is personal and means your future with GDD is on the lin" rel="nofollow">ine. Step 4: Leadership Assessment To ensure you have a complete picture of your leadership skills, you will need to take the leadership assessments listed below. If you took any of these assessments back in" rel="nofollow">in week 5, you may use the results but you must complete all assessments. Copy the actual results in" rel="nofollow">in the appendix of the plan. Note: your results are confidential. Then, write a short summary of the results of each quiz or test. The summary is your explanation of the results and not a copy/paste of the results. • Jung Personality Typology Test • Emotionally Intelligent Quiz • Communication Skills • Self Esteem Quiz • Are you a Leader Test • Leadership Skills • Leadership Style Quizzes Step 5: Relationship Buildin" rel="nofollow">ing Action Plan Now that you have completed the Leadership Assessments, it is time to develop a plan of action for improvement. Thin" rel="nofollow">ink of the leadership action plan as a way to improve the relationship-buildin" rel="nofollow">ing skills with others and in" rel="nofollow">influence the people within" rel="nofollow">in the department to accomplish the work in" rel="nofollow">in an efficient manner that meets organizational standards and satisfies customers. In completin" rel="nofollow">ing the Action Plan, you will identify the gaps between the statements/comments from the table and the leadership assessment results. Focus on the process of how to brin" rel="nofollow">ing about improvement rather than what you should do. Consider the steps you will take to resolve the weaknesses you have? To accomplish the action plan, you will complete the tasks listed below. Be thoughtful in" rel="nofollow">in your responses reflectin" rel="nofollow">ing upon the in" rel="nofollow">input documents (Evaluation Form and Peer/Direct Report Comments and Leadership Table). In completin" rel="nofollow">ing each task, you will formulate a thesis statement and support the reasonin" rel="nofollow">ing with rigorous, focused thin" rel="nofollow">inkin" rel="nofollow">ing that demonstrates the analytical skills GDD is lookin" rel="nofollow">ing from you. Read all of the reports and in" rel="nofollow">information closely. • Provide a paragraph that explain" rel="nofollow">ins why people skills are important for a leader to possess. • Identify and discuss the people skills that are lackin" rel="nofollow">ing in" rel="nofollow">in your relationship with others as demonstrated in" rel="nofollow">in the assessments and feedback received in" rel="nofollow">in Step 3. • Explain" rel="nofollow">in how the missin" rel="nofollow">ing or weak people skills are hin" rel="nofollow">inderin" rel="nofollow">ing your success at buildin" rel="nofollow">ing relationships with followers. • Explain" rel="nofollow">in the significance of the leader-follower relationship to fulfillin" rel="nofollow">ing the strategic plan of the leader. • Identify the one critical factor from the facts provided (aside from the weaknesses in" rel="nofollow">in personal skills), that will specifically affect your leader-follower relationship more than any other factor. Explain" rel="nofollow">in how and why this fact will affect your future if not corrected now. • Provide at least three practical recommendations as to how you can improve the weak skills that you identified. Step 6: Appendix – comes after the Reference List • Use the appendix to provide the results of each of the leadership assessments. • Make sure to label each leadership assessment. Step 7: Review the Paper • Read the paper to ensure all required elements are present. Use the gradin" rel="nofollow">ing rubric to ensure that you gain" rel="nofollow">in the most poin" rel="nofollow">ints possible for this assignment. • Proofread the paper for spellin" rel="nofollow">ing and grammatical issues, and third person writin" rel="nofollow">ing. • Read the paper aloud as a first measure; • Use the spell and grammar check in" rel="nofollow">in Word as a second measure; • Have someone who has excellent English skills to proof the paper; • Consider submittin" rel="nofollow">ing the paper to the Effective Writin" rel="nofollow">ing Center (EWC). The EWC will provide 4-6 areas that may need improvement. Step 8: Submit the paper in" rel="nofollow">in the Assignment Folder. (The assignment submitted to the Assignment Folder will be considered a student’s fin" rel="nofollow">inal product and therefore ready for gradin" rel="nofollow">ing by the in" rel="nofollow">instructor. It is in" rel="nofollow">incumbent upon the student to verify the assignment is the correct submission. No exceptions will be considered by the in" rel="nofollow">instructor.) Due Date Jul 16, 2017 11:59 PM Hide Rubrics Rubric Name: Assignment #2 Criteria Outstandin" rel="nofollow">ing Superior Good Substandard Failure Leadership Table: Examin" rel="nofollow">ine the comments and identify those statements that relate to concepts 1.4 poin" rel="nofollow">ints Table created and all relevant comments from both evaluations are identified and placed in" rel="nofollow">in the correct categories. (1.26 - 1.40) Create paragraph for each topic relatin" rel="nofollow">ing the conclusions drawn as to your effectiveness as a relationship builder 1.4 poin" rel="nofollow">ints Excellent conclusions drawn as to the effectiveness as a relationship builder. (1.26 - 1.40) Content: Take Leadership Assessments 0.4 poin" rel="nofollow">ints Takes leadership assessments. Clearly and correctly discusses and summarizes each leadership quiz. (0.36 - 0.4) Action Plan: Provide an in" rel="nofollow">introduction that explain" rel="nofollow">ins why people skills are important for a leader to possess. 0.8 poin" rel="nofollow">ints Excellent in" rel="nofollow">introduction that explain" rel="nofollow">ins why people skills are important skills for a leader to possess - thorough, and complete. (0.72 - 0.8) Identify and discuss the people skills that are lackin" rel="nofollow">ing in" rel="nofollow">in your relationship with others 1 poin" rel="nofollow">int All major weaknesses are Identified and discussion as to why they affect relationship buildin" rel="nofollow">ing is thoroughly discussed. (0.9 - 1.0) Action Plan: Explain" rel="nofollow">in how the missin" rel="nofollow">ing or weak people skills are hin" rel="nofollow">inderin" rel="nofollow">ing your success at buildin" rel="nofollow">ing relationships with followers 1 poin" rel="nofollow">int Excellent explanation- thorough, and complete as to how missin" rel="nofollow">ing people skills hin" rel="nofollow">inder buildin" rel="nofollow">ing a leader-follower relationship. (0.9 - 1.0) Action Plan: Explain" rel="nofollow">in the significance of the leader-follower relationship to fulfillin" rel="nofollow">ing the strategic plan of the leader 0.8 poin" rel="nofollow">ints Excellent explanation, thorough, and complete as to the impact people skills have on the creation and main" rel="nofollow">intenance of a leader-follower relationship. (0.72 - 0.80) Action Plan: Identify the one critical factor from the facts provided 0.8 poin" rel="nofollow">ints The correct critical factor was chosen and the explanation as to why it affects the future of the train" rel="nofollow">inee and their leader-follower relationship was thorough and reflected a high depth of understandin" rel="nofollow">ing of the leader-follower relationship. (0.72 - 0.8) Action Plan: Create at least three practical recommendations as to how to improve and discuss why they were chosen 0.8 poin" rel="nofollow">ints More than three excellent and practical recommendations were made; reasons for selection and why they would work was thorough. (0.72 - 0.8) Preparation of the Writin" rel="nofollow">ing Assignment 2 poin" rel="nofollow">ints Demonstrates exceptional understandin" rel="nofollow">ing of requirements respondin" rel="nofollow">ing completely to each aspect of assignment in" rel="nofollow">includin" rel="nofollow">ing min" rel="nofollow">inor aspects of the assignment such as usin" rel="nofollow">ing third person writin" rel="nofollow">ing, required use of course readin" rel="nofollow">ings, and assignment format. (1.8 - 2.0) Critical Thin" rel="nofollow">inkin" rel="nofollow">ing/Reasonin" rel="nofollow">ing 3.6 poin" rel="nofollow">ints Comments reflect a highly accomplished level of analysis, synthesis, evaluation and reasonin" rel="nofollow">ing of the case material and case study facts resultin" rel="nofollow">ing in" rel="nofollow">in accurate, thorough, and soundly reasoned conclusions. (3.24 - 3.6) Application of Resources 3 poin" rel="nofollow">ints Presents exceptionally well-supported arguments or positions with evidence from the readin" rel="nofollow">ings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts. (2.7 3.0) Writin" rel="nofollow">ing Mechanics 2 poin" rel="nofollow">ints Strictly adheres to standard usage rules of written English, in" rel="nofollow">includin" rel="nofollow">ing but not limited to capitalization, punctuation, run-on sentences, missin" rel="nofollow">ing or extra words, stylistic errors, spellin" rel="nofollow">ing and grammatical errors. No errors found. No contractions or jargon used. (1.8 – 2.0) APA Style (6th ed.) 1 poin" rel="nofollow">int No APA style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow APA with only the first word, the first word after a colon and proper nouns capitalized. (0.9 - 1.0) 0.65 poin" rel="nofollow">ints Attempts in" rel="nofollow">in-text citations and reference lists; Fails to use APA citation when appropriate 4-5 times; or presents only 1-2 in" rel="nofollow">in-text citations and reference list in" rel="nofollow">in a paper that requires APA citations throughout the document. (0.6 – 0.69) 0 poin" rel="nofollow">ints No attempt at APA style; or attempts either in" rel="nofollow">in-text citations or reference list but omits the other. (0 - 0.59) Overall Score Outstandin" rel="nofollow">ing 18 or more Substandard