For this task, you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, realistic, and time-bound) goals as part of your evaluation. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. B. Evaluate your leadership, using one of the scholarly leadership theories below, by doing the following: • transformational leadership • transactional leadership • situational leadership • participative leadership • servant leadership • behavioral leadership • trait theory of leadership 1. Evaluate three strengths of your leadership, using the chosen scholarly leadership theory, including how each strength relates to the theory. Support the evaluation of your strengths with at least one scholarly source. 2. Evaluate three weaknesses of your leadership, using the chosen scholarly leadership theory, including how each weakness relates to the theory. Support the evaluation of your weaknesses with at least one scholarly source. 3. Recommend three actionable items to improve the effectiveness of your leadership, including how each actionable item relates to the chosen scholarly leadership theory. Support the recommendations of actionable items with at least one scholarly source. C. Discuss two short-term goals that will help improve your leadership. Adhere to the SMART criteria for each goal: specific, measurable, achievable, realistic, and time-bound. 1. Discuss at least two specific actions you will take to reach each of the SMART goals discussed in part C. D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. Clifton Strengths Deliberative You are careful. You are vigilant. You are a private person. You know that the world is an unpredictable place. Everything may seem in order, but beneath the surface you sense the many risks. Rather than denying these risks, you draw each one out into the open. Then each risk can be identified, assessed, and ultimately reduced. Thus, you are a fairly serious person who approaches life with a certain reserve. For example, you like to plan ahead so as to anticipate what might go wrong. You select your friends cautiously and keep your own counsel when the conversation turns to personal matters. You are careful not to give too much praise and recognition, lest it be misconstrued. If some people don’t like you because you are not as effusive as others, then so be it. For you, life is not a popularity contest. Life is something of a minefield. Others can run through it recklessly if they so choose, but you take a different approach. You identify the dangers, weigh their relative impact, and then place your feet deliberately. You walk with care. Belief If you possess a strong Belief theme, you have certain core values that are enduring. These values vary from one person to another, but ordinarily your Belief theme causes you to be family-oriented, altruistic, even spiritual, and to value responsibility and high ethics—both in yourself and others. These core values affect your behavior in many ways. They give your life meaning and satisfaction; in your view, success is more than money and prestige. They provide you with direction, guiding you through the temptations and distractions of life toward a consistent set of priorities. This consistency is the foundation for all your relationships. Your friends call you dependable. “I know where you stand,” they say. Your Belief makes you easy to trust. It also demands that you find work that meshes with your values. Your work must be meaningful; it must matter to you. And guided by your Belief theme it will matter only if it gives you a chance to live out your values. Focus “Where am I headed?” you ask yourself. You ask this question every day. Guided by this theme of Focus, you need a clear destination. Lacking one, your life and your work can quickly become frustrating. And so each year, each month, and even each week you set goals. These goals then serve as your compass, helping you determine priorities and make the necessary corrections to get back on course. Your Focus is powerful because it forces you to filter; you instinctively evaluate whether or not a particular action will help you move toward your goal. Those that don’t are ignored. In the end, then, your Focus forces you to be efficient. Naturally, the flip side of this is that it causes you to become impatient with delays, obstacles, and even tangents, no matter how intriguing they appear to be. This makes you an extremely valuable team member. When others start to wander down other avenues, you bring them back to the main road. Your Focus reminds everyone that if something is not helping you move toward your destination, then it is not important. And if it is not important, then it is not worth your time. You keep everyone on point. Futuristic “Wouldn’t it be great if . . .” You are the kind of person who loves to peer over the horizon. The future fascinates you. As if it were projected on the wall, you see in detail what the future might hold, and this detailed picture keeps pulling you forward, into tomorrow. While the exact content of the picture will depend on your other strengths and interests—a better product, a better team, a better life, or a better world—it will always be inspirational to you. You are a dreamer who sees visions of what could be and who cherishes those visions. When the present proves too frustrating and the people around you too pragmatic, you conjure up your visions of the future and they energize you. They can energize others, too. In fact, very often people look to you to describe your visions of the future. They want a picture that can raise their sights and thereby their spirits. You can paint it for them. Practice. Choose your words carefully. Make the picture as vivid as possible. People will want to latch on to the hope you bring. Relator Relator describes your attitude toward your relationships. In simple terms, the Relator theme pulls you toward people you already know. You do not necessarily shy away from meeting new people—in fact, you may have other themes that cause you to enjoy the thrill of turning strangers into friends—but you do derive a great deal of pleasure and strength from being around your close friends. You are comfortable with intimacy. Once the initial connection has been made, you deliberately encourage a deepening of the relationship. You want to understand their feelings, their goals, their fears, and their dreams; and you want them to understand yours. You know that this kind of closeness implies a certain amount of risk— you might be taken advantage of—but you are willing to accept that risk. For you a relationship has value only if it is genuine. And the only way to know that is to entrust yourself to the other person. The more you share with each other, the more you risk together. The more you risk together, the more each of you proves your caring is genuine. These are your steps toward real friendship, and you take them willingly. • Aalateeg, S. (2017). Literature review on leadership theories. IOSR Journal of Business and Management. 19(11), 35–43. Retrieved from http://www.iosrjournals.org/iosrjbm/papers/Vol19-issue11/Version-3/E1911033543.pdf • Bass, B.M. (1999). Two Decades of Research and Development in Transformational Leadership. Retrieved from http://techtied.net/wpcontent/uploads/2007/10/bass_transforrmational_leadership.pdf • Benson, D. (2015). Creating your personal leadership philosophy. Physician Leadership Journal, 2(6), 64–66. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=m dc&AN=26685464&site=eds-live&scope=site • Beugelsdijk S., Kostova T., & Roth K. (2017). An overview of Hofstede-inspired country-level culture research in international business since 2006. Journal of International Business Studies, 48(1), 30–47. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/1867931798?account id=42542 • Brown, F. W., & Reilly, M. D. (2009). The myers-briggs type indicator and transformational leadership. The Journal of Management Development, 28(10), 916-932. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=he h&AN=47190873&site=eds-live&scope=site • Dunst, C. J., Bruder M. B., Hamby D. W., Howse R., & Wilkie H. (2018). Meta-analysis of the relationships between different leadership practices and organizational, teaming, leader, and employee outcomes. Journal of International Education and Leadership, 8(2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1192239.pdf • Ecoggins. (2016). The history of leadership studies and evolution of leadership theories. Retrieved from https://toughnickel.com/business/The-History-of-Leadership-Studies-andEvolution-of-Leadership-Theories • Gagne M., & Deci E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ed b&AN=17074238&site=eds-live&scope=site • Graham, W. A., & Hede, A. J. (2016). Strategic actions analysis: A new tool for managers. Journal of New Business Ideas & Trends, 14(2), 1–22. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=of m&AN=120541878&site=eds-live&scope=site • Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis—where are we now?: A review of academic research from the last decade. Journal of Strategy and Management, 3(3), 215– 251. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/758229537?accounti d=42542 • Kuhnert K. W., & Lewis P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648–657. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=he h&AN=4306717&site=eds-live&scope=site • Jansson, N. (2013). Organizational change as practice: A critical analysis. Journal of Organizational Change Management, 26(6), 1003–1019. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/1439458338?account id=42542 • Kellerman, B. (2007, December). What every leader needs to know about followers. Harvard Business Review, 84–91. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=heh&AN=27441419&site=eds-live&scope=site • Khan, Z. A., Nawaz, A., & Khan, I. (2016). Leadership theories and styles: A literature review. Journal of Resources Development and Management, 16, 1–7. Retrieved from https://web5.wgu.edu/aap/content/leadership%20theories%20and%20styles.pdf • Lam C. K., Huang X., & Chan S. C. H. (2014). The threshold effect of participative leadership and the role of leader information sharing. Academy of Management Journal, 58(3), 836– 855. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=he h&AN=103722161&site=eds-live&scope=site • Lawlor, K. B., & Hornyak, M. J. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. Developments in Business Simulation and Experiential Learning, 39, 259–267. Retrieved from https://absel-ojsttu.tdl.org/absel/index.php/absel/article/viewFile/90/86 • McClesky, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of Business Studies Quarterly, 5(4), 117–130. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/1548766781?a ccountid=42542 • McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: Applying social cognitive theory to leadership. The Journal of Leadership & Organizational Studies, 8(1), 22–33. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/2184637191?account id=42542 • Mintzberg, H. (1990, April). The manager's job: Folkore and fact. Harvard Business Review, 4961. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=heh&AN=9005210828&site=eds-live&scope=site • Mostovicz, E. I., Kakabadse, A., & Kakabadse, N. K. (2011). The four pillars of corporate responsibility: Ethics, leadership, personal responsibility and trust. Corporate Governance, 11(4), 489–500. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ed semr&AN=edsemr.10.1108.14720701111159307&site=eds-live&scope=site • Nanjundeswaraswamy T. S., & Swamy D. R. (2014). Leadership styles. Advances in Management, 7(2), 57–62. Retrieved from https://www.mnsu.edu/activities/leadership/leadership_styles.pdf • Neck, C. P., & Houghton, J. D. (2006). Two decades of self-leadership theory and research: Past developments, present trends, and future possibilities. Journal of Managerial Psychology, 21(4), 270– 295. https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=edsemr&AN=edsemr.10.1108.02683940610663097&site=eds-live&scope=site • Ovans, A. (2015, April). How emotional intelligence became a key leadership skill. Harvard Business Review. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=heh&AN=118666870&site=eds-live&scope=site • Peters, K., & Haslam, A. (2018, August). Research: To be a good leader, start by being a good follower. Harvard Business Review, 2–4. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=rgm&AN=131221515&site=eds-live&scope=site • Povah, L. (2012). Assessing leaders for the future. Industrial and Commercial Training, 44(5), 250–258. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/1023823842?account id=42542 • Rooke, D. R., & Torbert, W. R. (2005, April). Seven transformations of leadership. Harvard Business Review, 66–76. Retrieved from https://hbr.org/2005/04/seven-transformations-ofleadership • Sendjaya, S., & Sarros, J. C. (2002). Servant leadership: Its origin, development, and application in organizations. Journal of Leadership & Organizational Studies, 9(2), 57–64. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=buh&AN=21192692&site=eds-live&scope=site • Sheppard, J., Sarros, J. C., & Santora, J. C. (2013). Twenty-first century leadership: International imperatives. Management Decision, 51(2), 267–280. Retrieved from https://wgu.idm.oclc.org/login?url=https://search.proquest.com/docview/1313744984?account id=42542 • Tesone, D. V. (2004). Whole brain leadership development for hospitality managers. International Journal of Contemporary Hospitality Management, 16(6), 363–368. Retrieved from https://wgu.idm.oclc.org/login?url=https://search-proquestcom.wgu.idm.oclc.org/docview/228385340?accountid=42542 • Therasa, C., & Vijayabanu, C. (2014). The impact of big five personality traits and positive psychological strengths towards job satisfaction: A review. Periodica Polytechnica Social and Management Sciences, 23(2), 142–150. Retrieved from https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bu h&AN=108682835&site=eds-live&scope=site For this task, you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, realistic, and time-bound) goals as part of your evaluation. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. B. Evaluate your leadership, using one of the scholarly leadership theories below, by doing the following: • transformational leadership • transactional leadership • situational leadership • participative leadership • servant leadership • behavioral leadership • trait theory of leadership 1. Evaluate three strengths of your leadership, using the chosen scholarly leadership theory, including how each strength relates to the theory. Support the evaluation of your strengths with at least one scholarly source. 2. Evaluate three weaknesses of your leadership, using the chosen scholarly leadership theory, including how each weakness relates to the theory. Support the evaluation of your weaknesses with at least one scholarly source. 3. Recommend three actionable items to improve the effectiveness of your leadership, including how each actionable item relates to the chosen scholarly leadership theory. Support the recommendations of actionable items with at least one scholarly source. C. Discuss two short-term goals that will help improve your leadership. Adhere to the SMART criteria for each goal: specific, measurable, achievable, realistic, and time-bound. 1. Discuss at least two specific actions you will take to reach each of the SMART goals discussed in part C. D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. 
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