Question: Assignment: Personal Leadership Philosophies

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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 Clifton Strengths 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 Clifton Strengths 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
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.
· A personal mission/vision statement.
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
Clifton Strengths 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 Clifton Strengths Assessment.
The response describes two key behaviors to strengthen.
11 (11%) – 11 (11%)
The response provides an analysis and summary of the Clifton Strengths 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 Clifton Strengths 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
Name: NURS_6053_Module03_Week06_Assignment_Rubri
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
Strengths Finder: Gallup. (2018). Retrieved from https://walden.gallup.com
Guidance Document: Student Long Guide
Guidance Document: Short Guide
Required Media
Laureate Education (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.
Accessible player

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