Assignment: Personal Leadership Philosophies.
Assignment: Personal Leadership Philosophies.
Assignment: Personal Leadership
Philosophies
Many of us can think of leaders we have come to admire, be they historical figures, pillars of the
industry we work in, or leaders we know personally. The leadership of individuals such as
Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However,
you may have interacted with leaders you feel demonstrated equally competent leadership
without ever having a book written about their approaches.
What makes great leaders great? Every leader is different, of course, but one area of
commonality is the leadership philosophy that great leaders develop and practice. A leadership
philosophy is basically an attitude held by leaders that acts as a guiding principle for their
behavior. While formal theories on leadership continue to evolve over time, great leaders seem to
adhere to an overarching philosophy that steers their actions.
What is your leadership philosophy? In this Assignment, you will explore what guides your own
leadership.
To Prepare:
Identify two to three scholarly resources, in addition to this Module’s readings, that
evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for
review.
Reflect on your results of the CliftonStrengths Assessment, and consider how the results
relate to your leadership traits.
The Assignment (2-3 pages):
Personal Leadership Philosophies
Develop and submit a personal leadership philosophy that reflects what you think are
characteristics of a good leader. Use the scholarly resources on leadership you selected to
support your philosophy statement. Your personal leadership philosophy should include the
following:
A description of your core values
A personal mission/vision statement
An analysis of your CliftonStrengths Assessment summarizing the results of your profile
A description of two key behaviors that you wish to strengthen
A development plan that explains how you plan to improve upon the two key behaviors
you selected and an explanation of how you plan to achieve your personal vision. Be
specific and provide examples.
Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment
from this Module’s Discussion 2.
By Day 7 of Week 6
Submit your personal leadership philosophy.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK6Assgn+last name+first
initial.(extension)” as the name.
Click the Week 6 Assignment Rubric to review the Grading Criteria for the
Assignment.
Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading
criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the
document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit
my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 6 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 6 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 6
To submit your Assignment:
Week 6 Assignment
Next Module
To go to the next Module:
Module 4
Learning Resources
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert
clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 1, “Expert Clinician to Transformational Leader in a Complex Health
Care Organization: Foundations” (pp. 7–20 ONLY)
Chapter 6, “Frameworks for Becoming a Transformational Leader” (pp. 145–170)
Chapter 7, “Becoming a Leader: It’s All About You” (pp. 171–194)
Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015).
Implementing administrative evidence-based practices: Lessons from the field in six local health
departments across the United States. BMC Health Services Research, 15(1).
doi:10.1186/s12913-015-0891-3. Retrieved from
https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3
Resources for the StrengthsFinder Assessment Tool
Rath, T. (2007). Strengths Finder 2.0 – with Access Code.
Purchase the access code from the Walden bookstore. Then follow the instructions in the
document "How to Access the Strengths Finder 2.0.
Document: How to Access Strengths Finder 2.0 (PDF)
Required Media
Laureate Education (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.
Moore Foundation. (n.d.). Nurses share lessons in leadership. Retrieved from
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
· A description of your core values. |
14 (14%) – 15 (15%)
The response accurately and thoroughly describes in detail a set of core values.
The response accurately and completely describes in detail a personal mission/vision statement. |
12 (12%) – 13 (13%)
The response describes a set of core values.
The response describes a personal mission/vision statement. |
11 (11%) – 11 (11%)
The response describes a set of core values that is vague or inaccurate.
The response describes a personal mission/vision statement that is vague or inaccurate. |
0 (0%) – 10 (10%)
The response describes a set of core values that is vague and inaccurate, or is missing.
The response describes a personal mission/vision statement that is vague and inaccurate, or is missing. |
| · Analysis of your CliftonStrengths Assessment summarizing the results of your profile. · A description of two key behaviors you wish to strengthen. |
14 (14%) – 15 (15%)
The response accurately and completely provides an analysis and detailed summary of the CliftonStrengths Assessment.
The response accurately and thoroughly describes in detail two key behaviors to strengthen. |
12 (12%) – 13 (13%)
The response accurately provides an analysis and summary of the CliftonStrengths Assessment.
The response describes two key behaviors to strengthen. |
11 (11%) – 11 (11%)
The response provides an analysis and summary of the CliftonStrengths Assessment that is vague or inaccurate.
The response describes two key behaviors to strengthen that is vague or inaccurate. |
0 (0%) – 10 (10%)
The response provides an analysis and summary of the CliftonStrengths Assessment that is vague and inaccurate, or is missing.
The response describes two key behaviors to strengthen that is vague and inaccurate, or is missing. |
| · A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples. |
50 (50%) – 55 (55%)
An accurate, complete, and detailed development plan is provided that thoroughly explains plans to improve upon the two key behaviors selected.
The responses accurately and thoroughly explain in detail plans on how to achieve a personal vision with specific and accurate examples. The response includes a comprehensive synthesis of information gleaned from sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources, in addition to 2 or 3 course-specific resources to fully support the responses provided. |
44 (44%) – 49 (49%)
An accurate development plan is provided that explains plans to improve upon the two key behaviors selected.
The responses explain plans on how to achieve a personal vision and may include some specific examples. The response includes a synthesis of information gleaned from sources that may support how to achieve a personal vision. Integrates 1 credible outside source, in addition to 2 or 3 course-specific resources which may support the responses provided. |
39 (39%) – 43 (43%)
A development plan is provided that explains plans to improve upon the two key behaviors selected that is vague or inaccurate.
The responses explain plans on how to achieve a personal vision and may include some examples that are vague or inaccurate. The response includes information gleaned from 2 or 3 sources that may support how to achieve a personal vision. |
0 (0%) – 38 (38%)
A development plan is provided that explains plans to improve upon the two key behaviors selected that is vague and inaccurate, or is missing.
The responses explain plans on how to achieve a personal vision that is vague and inaccurate, does not include any examples, or is missing. The response does not include any additional information gleaned from outside sources, or is missing. |
| Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. |
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic. |
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided. |
| Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
|
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
|
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
|
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
|
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. |
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
|
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
|
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
|
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
|
| Total Points: 100 |
|---|
