Project 2: Individual Development Plan

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NPWnonarf

Business Finance

Description

Please previous assignments for this projects which is attached below (the previous assignment is based on my MLQ results, please use the MLQ report as a guide):

This project is passing by very quickly. Now that you've finished your action plan, please take the time to review the feedback you've received for your efforts through each of the steps to this point. Feedback is extremely important to realize successes and shortcomings alike, and leads to a deeper understanding of subject matter.

Use this feedback to make any necessary modifications to the sections you've completed:

  • Self-Reflection Plan,
  • Self-Development Strategies, and
  • Development Action Plan.

Best,
Pella

Subject: Submission of the Individual Development Plan

From: Pella Rhoades

To: You

You've assessed your strengths and identified areas where improvement is needed as a leader. Developing this kind of self-awareness brings you closer to becoming the transformational leader you aspire to be.

It's time for you to submit your individual development plan, comprised of all the work you've done in this project. Refer to the Individual Development Plan instructions for full details regarding this submission.

Hope all goes well on this submission. As a heads up, in the next project (Project 3), you’ll evaluate your own skill sets and then apply them to one of the organizations introduced earlier in the program; hopefully this will help to align your skills with your long-term aspirations.

Warmly,
Pella

Check Your Evaluation Criteria

Before you submit your assignment, review the competencies below, which your instructor will use to evaluate your work. A good practice would be to use each competency as a self-check to confirm you have incorporated all of them. To view the complete grading rubric, click My Tools, select Assignments from the drop-down menu, and then click the project title.

  • 5.1: Establish self-reflection activities and actions.
  • 5.3: Demonstrate actions indicative of emotional intelligence.
  • 5.4: Identify self-development strategies for continual learning.
  • 9.4: Apply sound reasoning in making decisions and formulating plans.

Take Action

Submit your assignment to your instructor for review and feedback.

Follow these steps to access the assignment:

  • Click Activities and Assessments in the top navigation bar.
  • Click Assignments.
  • Select the relevant assignment.

Rubric Name: Individual Development Plan

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.CriteriaExceeds Performance Requirements

Meets Performance Requirements

Does Not Meet Performance Requirements

5.1: Establish self-reflection activities and actions.

Key Criteria: Self-reflection activities and actions thoroughly and clearly describe how a person's attitudes, beliefs, and experiences influence leadership style. A clear and definite connection is made between the application of self-reflection techniques and an enhancement to performance, personal development, and interpersonal relationships. The explanation clearly indicates how constructive feedback will be solicited from peers, subordinates, and supervisors.

Key Criteria: Self-reflection activities give a general sense of how personal attitudes, beliefs, and experiences might influence leadership style. Self-reflection techniques show some connection to enhancement of performance, personal development, and interpersonal relationships. Addresses the need to obtain feedback from others on multiple levels.

Key Criteria: Personal attitudes, beliefs, and experience are not linked to their impact on leadership style. A connection is not made between self-reflection techniques and enhanced performance, personal development, or interpersonal relationships. Does not address ways to obtain feedback.

5.3: Demonstrate actions indicative of emotional intelligence.

Key Criteria: Reflects on how words and actions may be perceived, with a clear, detailed plan to adapt accordingly. Offers clear plans for assessing others' feelings and adapting behavior accordingly. Details ways to put self and others at ease and ways to gauge the results. Offers a logical, clear plan for handling conflicts in a positive manner that may reduce them in the future.

Key Criteria: Reflects an understanding of how words and actions may be perceived, with a general sense of how to respond or adapt. Offers a plan to assess others' feelings with a sense of the need to adapt behavior. Addresses the need to put self and others at ease in interpersonal situations and gives an idea of how to approach that. Poses a plan to handle conflicts in a positive manner.

Key Criteria: Does not connect others' perceptions of words and action to any response or plan for further action. Does not offer reasonable ways to adapt to others' feelings or to put people at ease in interpersonal situations. Does not propose a plan for addressing conflicts in a positive manner.

5.4: Identify self-development strategies for continual learning.

Key Criteria: Articulates a mature, healthy, and reasonable awareness of one's own abilities. Expresses a detailed and plausible awareness of how, and in what areas, the learner can improve mastery of knowledge and skills. Interprets feedback in a professional, rational manner and uses constructive feedback to inform future actions. Can describe, or even promote, behaviors that encourage continuous learning in individuals and in communities.

Key Criteria: Presents a balanced and reasonable awareness of one's own abilities. Describes at least one area where one can improve. Articulates at least one course of action that would lead to learning more on a topic, field, or skill. Demonstrates the ability to consider elements of feedback and use feedback to improve learning. Shows awareness of ways that one can build a community of continuous learning.

Key Criteria: Fails to articulate one's own strengths or weaknesses. Does not describe any possibilities for self-development or new learning. Does not consider feedback in a constructive way. Does not describe ways to create a culture of continuous learning and future improvement.

9.4: Apply sound reasoning in making decisions and formulating plans.

Key Criteria: Clearly describes multiple methods for overcoming setbacks and adapting plans of action to new circumstances. Indicates a clear, thoughtful prioritization that reflects an understanding of the needs of the situation. Differentiates critical, high-impact activities from those that are less necessary and/or have lower impact. Clearly describes ways to assess and react to the urgency of a situation.

Key Criteria: Describes at least one way to overcome setbacks and adjust plans of action. Indicates priorities that are in line with that method. Identifies multiple high-impact, critical activities. Reflects an understanding of the importance of a sense of urgency, and proposes at least one suggestion for developing one.

Key Criteria: Does not propose any feasible ways to overcome setbacks or adapt plans of action. Prioritization is not consistent with the needs of the situation or is absent. No critical, high-impact activities are identified as such. The importance of developing a sense of urgency is unclear, and no methods of doing so are suggested.


Overall Score

Overall Score

Feedback

Learning Objective9.4.1: Explain how to overcome setbacks and adjusts the plan of action to realize results.
Learning Objective9.4.2: Prioritize actions accordingly.
Learning Objective9.4.3: Identify critical activities that yield a high impact.
Learning Objective9.4.4: Explain how to develop a sense of urgency to complete actions.
Learning Objective5.1.1: Describe how personal attitudes, beliefs, and experiences influences one's leadership style.
Learning Objective5.1.2: Apply self-reflection techniques effectively to enhance performance, personal development, and interpersonal relationships.
Learning Objective5.1.3: Explain how you will solicit and rally constructive feedback from peers, subordinates, and supervisors.
Learning Objective5.3.1: Assess how others may perceive your words and actions and adapt/respond accordingly.
Learning Objective5.3.2: Assess others' feelings and adapt own behavior accordingly.
Learning Objective5.3.3: Identify ways you will put yourself and others at ease in interpersonal situations.
Learning Objective5.3.4: Handle conflicts, confrontations and disagreements in a positive manner.
Learning Objective5.4.1: Recognize your own strengths and weaknesses.
Learning Objective5.4.2: Identify areas of self-development.
Learning Objective5.4.3: Determine opportunities to master new knowledge.
Learning Objective5.4.4: Analyze and incorporate feedback from others to foster self-development.
Learning Objective5.4.5: Identify strategies that foster a culture of continuous learning and self development.

Unformatted Attachment Preview

You may use this to complete your Development Action Plan. You should include the following: 1. Identify the critical activities that address the self-development strategies from the previous step. 2. Prioritize these actions according to your career goals. 3. Identify which actions are urgent and explain how to develop and maintain a sense of urgency to complete the actions. 4. Explain how to overcome setbacks and how the plan may be adjusted. Development Action Plan Template This Development Action Plan serves as the "road map" for short-term training and development activities that will enhance your leadership competencies. You should review and revise your plan several times. NAME Jason Im CURRENT POSITION TITLE Recruiter LONG-TERM CAREER GOAL (3-5 years). Make sure your goal is SMART: S (Specific), M (Measurable), A (Achievable), R (Realistic), and T (Timebound). In 3-5 years, I would like to: • Secure a promotion following the extensive skills gained over the years. I will ensure that I have increased productivity alongside constant personal development in whatever tasks I have to tackle to earn the privilege of a promotion. • I would also like to establish myself as a brand, making my portfolio more visible and appealing to prospective employers. This will be through hard work and patience as I grow a reputation. • I want to gain management experience as I get a foot on the management and leadership ladder. I want to have what it takes to take up responsibility and step up as an influential leader. This is through coaching team members to be able to problem-solve issues arising according to career goals, the activities will commence from: • Setting developmental goals and strategies • Embracing network • Seeking mentors and people who help build you • Taking more responsibilities • • Mastering one’s industry Having occasional performance reviews and taking them seriously for the growth assessment SHORT-TERM SKILLS TO DEVELOP (1-2 years) to achieve long-term career goal: My leadership skills training and development goals for the next 1-2 years are to: 1. Decisiveness to help in quick decision-making with the information I have. 2. Relationship and team-building skills where I can build and maintain a robust collaborative unit as a leader 3. Dependability skills whereas a leader, other people will trust and rely on me as I keep promises besides following on plans made earlier. The most urgent actions are: • Setting goals and strategies • Mastering the industry • Taking more responsibilities • Performance reviews ➢ To create urgency, a culture of urgency is required before it is needed. Making the activities personal for self-development is also imperative alongside openly modeling unruffled and urgent behaviors. Being empowered and remaining calm and patient is also crucial for success and maintaining urgency. Overcoming Setbacks To overcome setbacks, individuals have to: 1. Accept responsibility whenever possible 2. Avoid giving in to failure and giving up. Instead, try again. 3. Focus on what you can control 4. Keep pushing and adjust whenever and wherever possible 5. Seek help and mentoring from others 6. Help others, and learn in the process. SIGNATURE JASON S IM DATE 16 FEB 22 SHORT-TERM LEADERSHIP SKILLS DEVELOPMENT GOAL #1 – List Skills Goal: Decisiveness Training and Developmental Activity(ies) Expected Completion Date & Actual Completion Date Resources & Cost Expected Outcomes/Measures What is your target completion date for this activity? Indicate the date that the activity was accomplished. What resources will you use to complete this activity and what will be the cost, if any? How will you know that you were successful? How will you demonstrate your acquired competency? How might someone else be able to validate that you have acquired the new competency? For success indecisiveness, I will assess the ease at which I make moves without doubting their validity and efficacy in beating my opponent. I will showcase the competency by beating other competitors and improving every time I play. Success will be evident when I can have free thoughts without the fear of judgment. This can be validated by others when I have an open and collaborative approach to help solve problems besides generating innovative ideas. I will know I am successful when I can make decisions channeled towards the organization's growth and not its downfall. This will be 1. Example: Attend a conference on transformationa l leadership Take part in a chess competition 8th February 11th February A basic chess set, a score sheet, and a chess clock. 2. Example: Read a book on the importance of transformationa l leadership in my industry Taking part in brainstorming challenges 9th February 9th February A nominal brainstorming group. 3. Example: Learn several key phrases in a new language Extensive research about previous leaders and their decisiveness. 14th February 15th February Records from the workplace through encouraging the expansion of the organization. Other people can validate the competency by assessing my decision’s impact after the research and before. SHORT-TERM LEADERSHIP SKILLS DEVELOPMENT GOAL #2 – List Skills Goal: Team building Skill Training and Developmental Activity(ies) Expected Completion Date & Actual Completion Date Resources & Cost Scavenger hunts 15th February 15th February An outdoor free available space Organize the Blind Retriever game 16th February 16th February Blindfolds and hidden valuables Expected Outcomes/Measures Success arises when a certain number of objects get won by a certain team. I will be contented when splitting a number of people to work together to find the objects; they work better and beat the objectives. When group members direct one of their blindfolded to a certain hidden valuable, I will have had success in the skill. The ease at which employees will work together under the pressure of competition will tell how well they respond to instructions; hence efficacy measured. Office trivia 16th February 16th February A bag of paper clips as a reward to the winning team. With the task, employees team up to expound on inside jokes, random facts, and company history. The team to have the correct answers bag the prize. SHORT-TERM LEADERSHIP SKILLS DEVELOPMENT GOAL #3 – List Skills Goal: Dependability skills Training and Developmental Activity(ies) Expected Completion Date & Actual Completion Date Resources & Cost Learn several approaches to being dependable from a book. 17th Februar y 17th Februar y A library Following up on my promises and fulfilling them to my coworkers and employees. 18th Februar y 18th Februar y My computer and my phone Expected Outcomes/Measures After reading the book, I will know the strategies to use to become dependable. Other people will observe the book's effectiveness when more office employees start coming to me for assistance. When reviews from my coworkers showcases how I can be recommended to other people. Other people get to see how dependable I can be as my promises become timelier and fulfilled within my capability. Taking a consistency test with friends while playing golf. 21st Februar y 21st Februar y Golfing set I will know I am successful in being consistent when I do not let my moods dictate my behavior when playing a competitive golf game. Other people will know how dependable I am when my emotions do not change and plans remain the same, hence reliable. Project 2 Self Development Strategies Jason S. Im University of Maryland Global Campus TLP 610 Dr. Frutiger 10 Feb 2022 Self-Development Strategies to Improve Leadership Styles As a good leader, it is essential to implement a leadership style that motivates an employee and ensures no interpersonal conflict exists or originates between the leader and the followers (Thun & Bakker, 2018). The leadership development strategies will focus on areas of limitation under different leadership styles to compare the leadership norms to ensure that the overall leadership performance is improved. Under transformational leadership theory, leaders are expected to motivate and transform their followers to improve their productivity (Alkadash, 2020). Based on the MLQ report on leaders, their areas that need to be developed under transformational leadership style include building trust, which is below the required rate of "3". Trust can be created by acting as a role model and honoring the promises made to the followers and involving the employees in the decision-making process so that personal relationship between the employee and the leader can be improved to develop trust. Encourage innovative thinking is another aspect that needs to be created because it is below the rating of "3". Innovative thinking is achieved by allowing employees to work on a flexible work schedule to innovate ways of performing the assigned duties. The only thing that a leader must implement is to provide the required standard that must be implemented to ensure the attainment of the objective. Another way of developing the skill of empowering employee through innovative thinking is by undertaking training under research and development on procedures and practice of coming up with creative ideas that helps the organization to attain a competitive advantage. Encouraging others is also below the universal norm, and there is a need for improvement to enhance leadership style for the benefit of the organization. Under the behavioral theory, it is believed that motivated employees are more productive, unlike employees who are not motivated (Sudiardhita et al., 2018). Therefore, there is a need to develop better leadership strategies that will ensure that followers are well motivated. Ways of encouraging and motivating employees that must be implemented include designing a flexible schedule that allows the employees to organize how to execute tasks most comfortably, provided the implemented plan and approach achieve the objectives and goals. The other strategy is to learn and implement by sharing positive feedback with the followers for the tasks that are required. The development of honesty, respect, and integrity is another way of motivating employees and will help leadership skills to grow and get care from the employees. Employees are motivated when they are managed in an honest way that caters to the interest of the organization and the employees. Training through seminars and performing benchmarking in organizations where employee motivation through compensation packages are implemented is the best way of gaining experience on the best course of motivating employees because it provides practical experience. There is a need for training on a better compensation program that would benefit the employees hence motivating them to work hard. Under the behavioral theory, the compensation rate impacts employee satisfaction where employees who are paid well are more motivated to work for the organization as opposed to the employees who are not paid well. Under transactional leadership theory, there is a need to develop rewards on achievement to motivate and lead the followers directly. The first strategy to ensure proper compensation for the achievement is implemented is to learn and acquire experience on ways of assessing and evaluating the performance of the employees. Good evaluation without bias results in the selection of employees with higher output, which is beneficial in achieving the organization's overall objectives. The reward needs to be guided by the performance so that the organization cannot lose while rewarding employees. The best way to determine the equilibrium level for determining the reward amount is through training and gaining experience from the financial and accounting department experts. References Alkadash, T. M. (2020). Theory of transformational leadership towards employee performance as a sequence of supply chain model: the mediating effect of job autonomy in Palestine banks during Covid-19 pandemic. International Journal of Supply Chain Management (IJSCM)[ISSN 2050-7399 (Online), 2051-3771 (Print)]. Sudiardhita, K. I., Mukhtar, S., Hartono, B., Sariwulan, T., & Nikensari, S. I. (2018). The effect of compensation, motivation of employee and work satisfaction to employee performance Pt. Bank Xyz (Persero) Tbk. Academy of Strategic Management Journal, 17(4), 1-14. Thun, S., & Bakker, A. B. (2018). Empowering leadership and job crafting: The role of employee optimism. Stress and Health, 34(4), 573-581. Project 2 Self-Reflection Plan Jason S. Im University of Maryland Global Campus TLP 610 Dr. Frutiger 9 Feb 2022 Project 2: Self-Reflection Plan After tallying the questionnaire results, I determined that despite being better in some areas of leadership, I need to improve on other areas. For instance, my strengths were encouraging others, acting with integrity, coaching and developing people, encouraging innovative thinking, encouraging others, and building trust. This reflects how I motivate and guide co-workers and, as echoed by Mathwich (2019), such that everyone managed to reach a common goal while working in harmony. Improving the team's productivity has been one of my main supervisory responsibility. This is because it aligns with most of my strong attributes and supports my leadership style. I believe that by being a strong motivator, I will be able to improve productivity by motivating my employees. My team's productivity has been mainly associated with the fact that I am a key motivator. I would have improved this virtue by improving my builds trust (IIA) scale, which was low. I believe this attribute would have made people comfortable when associated with me. Still, on the same note, I would improve my actions such that people will see the urge to respect me. To improve productivity for teams, it is necessary to motivate the team. According to Herbst (2021), motivation is not what a manager does to an employee since it is something that the employee must carry forth from within themself. I have displayed this ability by my high score in coaches and develops people (IC) scale. This is where I have been spending a lot of time as a leader in teaching and coaching the staff. This has helped in building leadership bonds and openness in the workspace. Moreover, I have been creating a motivational environment by acting with integrity (IIB), where I have been specifying the importance of having a sense of purpose. I, however, realized that by talking optimistically about the future, I would improve nu encourage others scale (IM), which would have improved the motivation rate. On the same note, I would have talked enthusiastically about what needs to be accomplished to improve this leadership section. As a leader, I have realized that communication is key to keeping the team motivated and meeting the production level. As seen from my score on the Acts with Integrity (IIB) scale, I have been emphasizing the importance of having a collective sense of mission. However, with improvement on the Encourages Innovative Thinking (IS) score, I would have been able to reexamine critical assumptions to question whether they are appropriate. This would have ensured that my team had the right path for their innovative ideas. As their leader, I am talking with the team about the problems they have been facing to meet the production and finding solutions to solve these problems. Keeping the doors of communication open has helped in keeping production up. For instance, I have been getting others to look at problems from different angles, as seen from my score in Encourages Innovative Thinking (IS). In this way, the team will feel that their opinions matter since I can see a problem from their perspective. As such, employee who feels as though they are important and their concerns and ideas are being taken into consideration will produce more for the company, which will produce more profits. As a leader, my main objective is to be secure in knowing that my employees will be successful in meeting all production needs without my jumping in and motivating them. I am confident that knowing my employees and their needs will give me the best insight into creating teams that can be self-motivated. As seen from my score on the scale of Encourages Others (IM), my compelling vision has helped shape the working philosophy of the workers. However, I believe that an improvement in the scale of Encourages Innovative Thinking (IS) would have allowed me to seek differing perspectives when solving problems, which would have to ensure that I do not force things that my workers do not want. Being conscious of the needs of the company and the employees will make me a better leader, and the team's success will be my success. This test has been essential in improving my leadership skills. I have noted that there are areas that I have been overlooking since I deemed them not important. However, I have seen the impact they would bring had they been applied in my case. According to Iszatt-White et al., (2019), leaders have to be flexible to help them in adjusting to different environmental and leadership regions References Herbst, T. H. (2021). Leading in Times of Disruption: Reimagining Leadership and Repositioning Leaders. Mathwich, B. (2019). Leadership, Ethics, Human Resources, and the External Environment: A Case Study on Resort Turnaround, New Management, and Land Disputes. International CHRIE. Iszatt-White, M., Carroll, B., Gardiner, R., & Kempster, S. (2019). Leadership Special Issue: Do we need authentic leadership? Interrogating authenticity in a new world order. Prepared on February 5, 2022 for: Jason Im You completed your evaluation at 4:52 am EST on February 05, 2022. Jason Im Transformational Leadership - 5 I's 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.6 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.5 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 1.8 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 1.3 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 0.3 Self Rating Rewards Achievement - CR Self Rating Monitors Deviations & Mistakes - MBEA Self Rating Fights Fires - MBEP Self Rating Avoids Involvement - LF Self Rating 2 Jason Im 1. Introduction 2. Full Range Leadership® 3. Making the Most of Your Report 4. Leadership Profile Self Scores 5. Comparison with Norms 6. Your Transformational Leadership a. Style Strengths b. Areas for Development 7. Individual Planning and Goal Setting 8. About Using only the Self Form 3 Jason Im This report reviews your scores on the Multifactor Leadership Questionnaire™ Self-Only Form (MLQ Self). The MLQ measures a full range of leadership styles to achieve optimal outcomes for the organization. The report provides feedback on how frequently you believe you exhibit various kinds of leadership behaviors. The MLQ measures leadership styles, which may be grouped under three broad categories. Each category differs in the nature of the leadership behaviors and their expected outcomes. Transformational Leadership (Also known as the 5 I's) Transactional Leadership Constructive Corrective Passive-Avoidant Behaviors Passive Avoidant Full Range Leadership® Model Style Labels Builds Trust (Idealized Influence -- Attributes) Acts with Integrity (Idealized Influence -- Behaviors) Encourages Others (Inspirational Motivation) Encourages Innovative Thinking (Intellectual Stimulation) Coaches & Develops People (Individualized Consideration) IIA IIB IM IS IC Rewards Achievement (Contingent Reward) Monitors Deviations & Mistakes (Management-by-Exception: Active) CR Fights Fires (Management-by-Exception: Passive) Avoids Involvement (Laissez-Faire) MBEP MBEA LF 4 Jason Im Outcomes of Leadership The MLQ also measures three Outcomes of Leadership. It measures your perception of the behaviors you inspire in your followers, including: ● Extra Effort ● Individual, Unit, and Organizational Effectiveness ● Satisfaction with the Leadership This MLQ Report provides feedback for how you perceive your leadership styles. Feedback is first profiled against researched benchmarks of the optimal frequency for each style. Comparisons are then provided with universal norms. Be wary when comparing yourself to others - your comparison group may not be optimal in terms of the best frequency of behaviors for effective leadership in your work context. The MLQ measures the frequency of nine styles of leadership behavior and outcomes. Eight of the styles measure behaviors which can be practiced. The ninth style, Builds Trust (IIA), measures your perception of how your followers think of you (e.g. that you instill pride in others for being associated with them). Each style is measured by four questions in the MLQ. Each question corresponds to an individual leadership behavior within that style. A list of your ten highest and lowest frequency leadership behaviors is provided in Section 6 to help you assess both your perceived strengths and perceived weaknesses. 5 Jason Im Transformational Leadership Transformational leadership is a process of influencing in which leaders change their associates' awareness of what is important, and move these associates to see themselves and the opportunities and challenges of their environment in a new way. Transformational leaders are proactive: they seek to optimize individual, group and organizational development and innovation -- not to merely perform "at expectations." They convince their associates to strive for higher levels of potential as well as higher levels of moral and ethical standards. Builds Trust (Idealized Influence -- Attributes) These leaders are able to build trust in their followers. They inspire power and pride in their followers by going beyond their own individual interests and focusing on the interests of the group. Instill pride in others for being associated with me Go beyond self-interest for the good of the group Act in ways that build others' respect for me Display a sense of power and confidence Acts with Integrity (Idealized Influence -- Behaviors) These leaders act with integrity. They talk about their most important values and beliefs, they focus on a desirable vision, and almost always consider the moral and ethical consequences of their actions. They also focus on building a commonly shared vision or mission for the group. Talk about their most important values and beliefs Specify the importance of having a strong sense of purpose Consider the moral and ethical consequences of decisions Emphasize the importance of having a collective sense of mission Encourages Others (Inspirational Motivation) These leaders behave in ways that motivate those around them by providing meaning and challenge to their followers' work. Individual and team spirit is aroused; enthusiasm and optimism are displayed. The leader encourages followers to envision a better future for the organization, as well as for themselves. Talk optimistically about the future Talk enthusiastically about what needs to be accomplished Articulate a compelling vision of the future Express confidence that goals will be achieved 6 Jason Im Encourages Innovative Thinking (Intellectual Stimulation) These leaders stimulate their followers' efforts to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways. There is no ridicule or public criticism of individual members' mistakes. New ideas and creative solutions to problems are solicited from followers, who are included in the process of addressing problems and finding solutions. Re-examine critical assumptions to question whether they are appropriate Seek differing perspectives when solving problems Get others to look at problems from many different angles Suggest new ways of looking at how to complete assignments Coaches & Develops People (Individual Consideration) These leaders pay attention to each individual's need for achievement and growth by acting as a coach or mentor. Followers are developed to higher levels of potential by creating new learning opportunities in a supportive climate. Individual differences in needs and desires are recognized. Spend time teaching and coaching Treat others as individuals rather than just as a member of the group Consider each individual as having different needs, abilities, and aspirations from others Help others to develop their strengths 7 Jason Im Transactional Leadership Transactional leaders display behaviors associated with two transaction styles: constructive (Rewards Achievement) and corrective (Monitors Deviations & Mistakes). Transactional leadership defines expectations and promotes performance to achieve these levels. Providing rewards for achievement and monitoring deviations and mistakes are two core behaviors associated with 'management' functions in organizations. (Full-range leaders use these styles when necessary but focus on using Transformational styles whenever possible.) Rewards Achievement (Contingent Reward) Leaders who frequently reward achievement tend to clarify expectations and offer recognition when goals are achieved. This should result in individuals and groups achieving expected levels of performance. Provide others with assistance in exchange for their efforts Discuss in specific terms who is responsible for achieving performance goals Make clear what one can expect when performance goals are achieved Express satisfaction when others meet expectations Monitors Deviations & Mistakes (Management-by-Exception: Active) These leaders specify the standards for compliance, as well as what constitutes ineffective performance, and may punish followers for being out of compliance with those standards. This style of leadership implies close monitoring for deviations, mistakes, and errors, then taking immediate corrective action. Focus their attention on irregularities, mistakes, exceptions, and deviations from standards Concentrate their full attention on dealing with mistakes, complaints, and failures Keep track of all mistakes Direct their attention toward failures to meet standards 8 Jason Im Passive/Avoidant Behavior Another form of leadership is more passive and reactive: this leader does not respond to situations and problems systematically. Passive leaders avoid specifying agreements, clarifying expectations and providing goals and standards. This style has a negative effect on desired outcomes. In this regard it is similar to Laissez-Faire styles - or "no leadership." Both types of behavior have negative impacts on followers and associates. Accordingly, both styles can be grouped together as Passive/Avoidant Leadership. Fights Fires (Management-by-Exception: Passive) These leaders fight fires in their team or organization -- they wait for a problem to appear before taking corrective action. In this style, corrective action is most often punitive. Fail to interfere until problems become serious Wait for things to go wrong before taking action Show a firm belief in "if it ain't broken, don't fix it" Demonstrate that problems must become chronic before taking action Avoids Involvement (Laissez-Faire) These leaders tend to avoid involvement. This leadership style could be easily defined as 'non-leadership.' These permissive leaders refuse to assume the responsibilities that are part of their position as leaders: they do not offer enough information to their followers, do not offer feedback, and do not acknowledge or work towards their followers' satisfaction. Avoid getting involved when important issues arise Are absent when needed Avoid making decisions Delay responding to urgent questions 9 Jason Im Outcomes of Leadership Transformational and Transactional leadership are both related to the success of the group. The following outcomes (Generates Extra Effort, Is Productive, and Generates Satisfaction) are desired results of leadership. Numerous scientific studies have shown that these outcomes - and many others such as productivity, innovation and sales performance - are achieved at the highest levels when Transformational leadership is used. Generates Extra Effort (Extra Effort) These leaders are able to generate extra effort in their followers. Extra effort is defined as the wish of followers to strive for superior performance by acting beyond their job expectations. Get others to do more than they are expected to do Heighten others' desire to succeed Increase others' willingness to try harder Is Productive (Effectiveness) These leaders are able to be effective. Effective leaders represent their group to higher organizational levels, meet organizational objectives, and are productive in all the domains with which they are involved. Are effective in meeting others' job-related needs Are effective in representing their group to higher authority Are effective in meeting organizational requirements Lead a group that is effective Generates Satisfaction (Satisfaction with the Leadership) These leaders are able to generate satisfaction in their followers. These leaders are warm, nurturing, open, authentic, and honest, with good interpersonal and social skills. They are capable of developing feelings of job and organizational satisfaction in their followers. Use methods of leadership that are satisfying Work with others in a satisfactory way 10 Jason Im The Overall Model Fundamental to the Full Range Leadership model is that every leader displays each style to some degree. The relationship of these styles to effectiveness and activity (passive/active) is shown below. For example, since Avoids Involvement (LF) is the most passive and least effective style, it should be used the least, whereas the active and most effective Transformational Leadership style should be used the most. Placement along the Passive-Active dimension (horizontal axis) is evident in the meaning of the scales; placement along the Ineffective-Effective dimension (vertical axis) is based on empirical findings. ● The leader with an optimal profile rarely displays Avoids Involvement (LF) leadership. ● An optimal profile shows higher frequencies of Fights Fires (MBEP), Monitors Deviations & Mistakes (MBEA), and Rewards Achievement (CR). ● The Transformational leadership styles are used most frequently in an optimal leadership profile: Builds Trust (IIA), Acts with Integrity (IIB), Encourages Others (IM), Encourages Innovative Thinking (IS), and Coaches & Develops People (IC). In contrast, the profile of poorly performing leaders tend towards passivity and ineffectiveness. Research Findings for the MLQ The MLQ is the most researched measure of leadership (especially Transformational Leadership). It shows strong validity, reliability, and evidence of prediction of organizational effectiveness. Many researchers have been involved in this evidence and are adding to the research all the time. For a list of many of these studies go to: http://www.mindgarden.com/16-multifactor-leadership-questionnaire#horizontalTab5 11 Jason Im In addition to the MLQ Self, Mind Garden provides a full "360" assessment and report (MLQ 360 Leader's Report) for reviewing your actual leadership style as perceived by raters/observers. Mind Garden also offers the MLQ Actual/Ought assessment and report (MLQ Actual/Ought Report), which compares your perception of your actual leadership behaviors with those you believe you should be using. After taking the MLQ Self and reviewing this report, you may wish to consider taking the MLQ 360 Leader's Report or the MLQ Actual/Ought, both available from Mind Garden. Look through the following suggestions before you begin reading your Leadership Profile. This approach has been used extensively and proven to be quite powerful. It will speed up your understanding of the information in this report and help you produce a personalized set of leadership development objectives. About the Report You'll find the structure of the MLQ Report listed in the Table of Contents (page 3). Section 2 outlines the Full Range Leadership Model measured by the MLQ and is important background information. Section 4 presents your leadership profile using self-ratings of your own behavior. Comparisons with optimal leadership profiles, as indicated by research studies, are presented in this section. The benchmark bar shows the optimal level for each leadership style. In Section 5, your profile is compared with universal norms (a large number of self ratings), and norms for your organization (if applicable). These enable you to see how your leadership contrasts with other leaders. Effective leadership as indicated by research (the bars below the graphs) is usually the best benchmark. These dual benchmarks for assessment -- research-driven as well as aggregate norms -- are some of the strengths of the MLQ Report. Section 6 helps you start establishing your own leadership plan - the top ten Transformational leadership strengths (6a. Style Strengths) are presented as are ten areas for developing your Transformational leadership (6b. Areas for Development). The MLQ is an excellent tool for developing a unique leadership development plan. Some general tips are given in Section 7 (Individual Planning and Goal Setting) to help you make the most of this assessment. These are generic; the best results are obtained when you work with a leadership coach. A coach can help you to move between the "big picture" of the initial sections of your MLQ Report and the final "detailed sections" to establish a specific set of objectives for your development. The MLQ Leader's Workbook is available as a complement to the MLQ Report. The Workbook provides guidance for setting your objectives for development. 12 Jason Im You may notice yourself being challenged by the questions or statements in the MLQ and want to dispute their importance or meaning. It is important to remember that each question in the MLQ is a validated marker of a full range of leadership styles. The report may therefore challenge you to question and refine your own implicit assumptions about leadership. This can be a fruitful area for reflection and discussion with a leadership coach. When viewing your report for the first time keep in mind the following suggestions: 1. Look through the report when you can focus on it alone. 2. Benchmarks are driven by research studies that show which leadership behaviors are most powerful in achieving the best outcomes with followers and associates. The benchmark bars represent these research validated levels. 3. Consider the following questions. Note that the questions start by focusing on your leadership strengths as you perceive them. Look for the good news first! a) What are my leadership strengths? (Notice what leadership behaviors were rated high that you already knew were strengths) b) What are areas where I was surprised to see strengths? (Focus on leadership behaviors that were rated high but which you had not previously acknowledged as strengths) c) In which areas do I need to develop my leadership behaviors? (Notice leadership behaviors that were rated low and that you could develop) d) Which specific behavior items do I need to do more frequently? (Focus on leadership behaviors that are rated low, and that you could practice more frequently) e) Which specific behavior items do I need to do less frequently? (Focus on items in the Transactional or Passive/Avoidant scales) f) In which areas do I see myself as stronger than others might see me? (Notice leadership behaviors where you rate yourself higher than others might rate you) 4. Consider how you might change your leadership style to become a more effective leader. g) How can I be a more effective leader with my followers? h) How can I be a more effective leader with my peers? i) How can I influence "upwards" more effectively? (Focus on leadership behaviors you can practice with those at a higher organizational level than you) j) Which issues really challenge my thinking about my leadership? 13 Jason Im 5. Now focus on the Transformational Leadership sections. k) What are my strongest Transformational leadership behaviors? How can I leverage those behaviors? l) What Transformational leadership behaviors are most important for me to improve my current role in the organization and the surrounding environment? 6. Transactional: Look at the balance between your positive Rewards Achievement (CR) behaviors and your Monitors Deviations & Mistakes (MBEA) behaviors. Do you practice Rewards Achievement more frequently than Monitors Deviations & Mistakes, and if not, why not? Do you rely too much on these Transactional influencing behaviors when compared with your Transformational influencing skills? 7. Passive/Avoidant: Notice how frequently you believe you engage in Fights Fires (MBEP) and Avoids Involvement (LF) behaviors. 8. Make some brief answers to the preceding questions and review them with a leadership coach or trusted colleague. This will help make your feedback review session more effective and speed up the process of establishing your development plan. 9. A key outcome of your first session with a leadership coach or colleague is to identify both the areas of your strengths as well as a set of clear objectives for your leadership development. Each objective for improvement will be deciding "more of this" and "less of that." 10. Consider the whole report and avoid getting locked into just one aspect of it. Your Full Range Leadership Profile as a whole allows you to improve the effectiveness of your leadership and your corresponding ability to positively influence others. 14 Jason Im The bar chart below shows how you rated yourself on leadership behaviors. Use the key below for interpretation: Frequency 0 = Not at all 1 = Once in awhile 2 = Sometimes 3 = Fairly often 4 = Frequently, if not always Builds Trust (IIA) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.8 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.5 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.8 Self Rating Acts with Integrity (IIB) Self Rating Encourages Others (IM) Self Rating Encourages Innovative Thinking (IS) Self Rating Coaches & Develops People (IC) Self Rating Benchmark* *According to the Research Validated Benchmark, the ideal frequency of all five Transformational behaviors should be a "Fairly Often" rating of 3 or greater. 15 Jason Im Rewards Achievement (CR) 0 0.5 1 1.5 2 2.5 3 3.5 4 Self Rating Score 2.5 Benchmark* *According to the Research Validated Benchmark, the ideal frequency of Rewards Achievement (CR) behaviors should be between "Sometimes" and "Fairly Often" (2.0 - 3.0). Monitors Deviations & Mistakes (MBEA) 0 0.5 1 1.5 2 2.5 3 3.5 4 Self Rating Score 1.8 Benchmark** **According to the Research Validated Benchmark, the ideal frequency of Monitors Deviations & Mistakes (MBEA) behaviors should be between "Once in awhile" and "Sometimes" (1.0 - 2.0). Fights Fires (MBEP) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 1.3 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 0.3 Self Rating Avoids Involvement (LF) Self Rating Benchmark*** ***According to the Research Validated Benchmark, the ideal frequency of Passive/Avoidant behaviors should be between "Not at all" and "Once in awhile" (0 - 1.0). Generates Extra Effort (EE) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 Self Rating Generates Satisfaction (SAT) Self Rating Is Productive (EFF) Self Rating Benchmark* *According to the Research Validated Benchmark, the strongest leaders achieve rated frequencies for the above Outcomes of 3.5 or greater. 16 Jason Im The bar chart below shows how your perceptions of your leadership style compare to various norms for the MLQ. One norm is always provided - 'Universal Norm'. The Universal norm consists of 3,755 leaders rating themselves on the MLQ. If available, an aggregate norm from your organization or group will also be reported as "Your Group." Use the key below for interpretation: Frequency 0 = Not at all 1 = Once in awhile 2 = Sometimes 3 = Fairly often 4 = Frequently, if not always Builds Trust (IIA) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2 2.9 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 2.8 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.8 2.9 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.5 2.8 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.8 2.9 Your Self Rating Universal Norm Acts with Integrity (IIB) Your Self Rating Universal Norm Encourages Others (IM) Your Self Rating Universal Norm Encourages Innovative Thinking (IS) Your Self Rating Universal Norms Coaches & Develops People (IC) Your Self Rating Universal Norm 17 Jason Im Rewards Achievement (CR) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 2.5 2.9 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 1.8 1.7 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 1.3 1 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 0.3 0.7 Your Self Rating Universal Norm Monitors Deviations & Mistakes (MBEA) Your Self Rating Universal Norm Fights Fires (MBEP) Your Self Rating Universal Norm Avoids Involvement (LF) Your Self Rating Universal Norms 18 Jason Im Generates Extra Effort (EE) 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 2.7 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 3.1 0 0.5 1 1.5 2 2.5 3 3.5 4 Score 3 3.1 Your Self Rating Universal Norm Is Productive (EFF) Your Self Rating Universal Norm Generates Satisfaction (SAT) Your Self Rating Universal Norm 19 Jason Im This section lists your perceived Transformational Leadership strengths. These ten items are those for which you gave yourself the highest frequency ratings. Score Scale Item 4 Encourages Others (IM) I express confidence that goals will be achieved. 3 Acts with Integrity (IIB) I emphasize the importance of having a collective sense of mission. 3 Coaches & Develops People (IC) 3 Encourages Innovative I get others to look at problems from many different angles. Thinking (IS) 3 Encourages Others (IM) 3 Acts with Integrity (IIB) I consider the moral and ethical consequences of decisions. 3 Coaches & Develops People (IC) I treat others as individuals rather than just as members of the group. 3 Builds Trust (IIA) I go beyond self-interest for the good of the group. 3 Coaches & Develops People (IC) I spend time teaching and coaching. 3 Acts with Integrity (IIB) I specify the importance of having a strong sense of purpose. I help others to develop their strengths. I articulate a compelling vision of the future. 20 Jason Im This section lists Transformational Leadership areas you think you could develop. These ten items are those for which you gave yourself the lowest frequency ratings. Score Scale Item 1 Encourages Others (IM) I talk optimistically about the future. 1 Builds Trust (IIA) I instill pride in others for being associated with me. 2 Encourages Innovative I re-examine critical assumptions to question whether they are Thinking (IS) appropriate. 2 Builds Trust (IIA) I act in ways that build others' respect for me. 2 Builds Trust (IIA) I display a sense of power and confidence. 2 Coaches & Develops People (IC) I consider each individual as having different needs, abilities, and aspirations from others. 2 Encourages Innovative I suggest new ways of looking at how to complete assignments. Thinking (IS) 3 Acts with Integrity (IIB) I talk about my most important values and beliefs. 3 Encourages Innovative I seek differing perspectives when solving problems. Thinking (IS) 3 Encourages Others (IM) I talk enthusiastically about what needs to be accomplished. 21 Jason Im The MLQ Self uncovers where you feel you have strengths and areas for development as determined by leadership research. The following generic tips are useful in responding to your report and determining a plan for your future development: A. Accept the ratings as a first step in understanding how you perceive the frequency of your leadership behaviors. These behaviors influence others for better or for worse. B. Consider the 'Outcomes of Leadership' relative to your leadership style. Generates Extra Effort (EE) is the outcome most affected by Transformational behaviors. C. Compare your ratings with the benchmarks indicated by research. D. Develop a plan specifically based on increasing or decreasing your behaviors on particular items in the MLQ. Pick items which will have the biggest effect on your overall average for a particular style and to which you can commit. E. Where appropriate, share your plan with people who can help you with feedback, suggestions and encouragement. Consider working with a leadership coach. Routinely seek and review feedback from these people. F. Consider setting a time when you can review your progress by repeating the MLQ. Related Products In addition to the MLQ Self, Mind Garden provides a full "360" assessment and report (MLQ 360 Leader's Report) for reviewing your actual leadership style as seen by raters/observers. Mind Garden also provides the MLQ Actual/Ought assessment and report (MLQ Actual/Ought Report), which compares your perception of your actual leadership behaviors with those you believe you should be using. After taking the MLQ Self and reviewing this report, you may wish to consider taking the MLQ 360 or the MLQ Actual/Ought, both available from Mind Garden. MLQ 360 Leader's Report http://www.mindgarden.com/multifactor-leadership-questionnaire/54-mlq-360-leaders-report.html MLQ Actual/Ought Report http://www.mindgarden.com/multifactor-leadership-questionnaire/230-mlq-actual-ought-report-about-me.html MLQ Leader's Workbook http://www.mindgarden.com/multifactor-leadership-questionnaire/548-mlq-leaders-workbook.html 22 Jason Im A note from MLQ co-author Bruce Avolio Occasionally it is appropriate to only have a leader rate her or himself, with no rater/observer feedback. However, there are many reasons to have others rate a leader's leadership behavior. Here are some important points to consider: 1. The choice of which rater source to use should be tied to the research or developmental question. If you are interested only in how leaders think about or perceive their own leadership behavior, then collect only self ratings. In every other instance, why not collect observation data from other sources? 2. Leaders can have unique relationships with peers, followers and other leaders, and the ratings will differ as a consequence of the unique nature of these relationships. 3. Since leadership is in the 'eye of the beholder', why collect data from only the 'self beholder'? 4. There is considerable evidence indicating that self and other ratings often do not agree, for reasons mentioned above. 5. The Self form does not measure actual leadership behavior, rather it measures only the self-perception of leadership. This is an important question so to expand this, at core, leadership is in the eye of the beholder. Thus, to the degree that one has only one source, the validity of that source is in question. This is true of every type of research or assessment instrument, including personality instruments. Thus, if a leader has 10 followers and you get a rating from just one, it is unlikely that that rating will represent the 9 other views -- especially if that rater has worked for the leader for one month or less. If we get ratings from peers, that may not generalize to followers. If we get ratings from the leader him/herself, the question one has to answer is, how representative are those ratings of all other sources? If your interest is to understand or change the self-perceptions of a leader, then measuring only self ratings is appropriate. If the goal is to measure leadership behavior then measuring raters'/observers' perceptions of that leader is the most appropriate. 23
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Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.

1

Individual Development Plan

Student’s Name
Institutional Affiliation
Course Code: Course Name
Instructor’s Name
Date

2
Individual Development Plan
Self-reflection gave me a platform to identify my most vital attributes and relate these
attributes to my leadership style. Concurrently, I could also identify areas in my style that
required improvement. One area that I have found success continually is the productivity of my
team, which can be aligned to my most important quality of being a motivator. Nevertheless, my
trust (IIA) scale indicated a likelihood of discomfort when interacting with the staff because it
was pretty low. Improving this attribute can encourage more association with the subordinates
because they may feel more trusting and comfortable. The result is developing and improving
interpersonal relationships within the work environment. In addition, my scores on the
Encourages Innovative Thinking (IS) exhibit some room for improvement. Improving this
attribute will allow me to re-assess critical assumptions and determine their appropriateness.
Also, this will ensure that the subordinates are integrated into the decision-making process of
matters affecting their productivity. As a result, the cohesion of the whole working force is
facilitated, ensuring production (Mathwich, 2019).
Words and actions in a workspace can prompt different reactions from both the speaker
and the listener. As such, it is essential as a leader to be aware of the situation as to which tone or
mood is efficient in the communication at the moment. The communication channels are always
open to ensure a timely update on the problems regarding productivity and probable solutions to
such problems from employees' perspective. The open communication channels put self and
others at ease when any information is conveyed. Moreover, considering and even applying the
employees’ perspectives on productivity issues exhibits a sense of respect and appreciation for
the subordinates. According to Sudiardhita et al. (2018), employees that feel their opinions are
respected and appreciated tend to be more motivated to be productive, which can only improve

3
the overall productivity. Respecting and encouraging the opinion of employees, keeping
communication channels open coupled with my leadership attributes ensure the absence of
interpersonal conflicts between the workforce.
My strongest attributes include my ability to ensure a motivated workforce, encourage
others as well as maintain integrity. Motivation despite being a personal initiative, leaders
require a motivated workforce to ensure optimum productivity among the subordinates.
Nevertheless, different parts of my skillset still need improvement to ensure mastery of skills and
knowledge. For instance, to build and improve trust with the employees, the leader should
assume the role model position to the subordinates through one’s actions as well as honor the
assurances and agreements made with the employees. In addition, the leader can incorporate the
input of employees in the decision-making process to improve interpersonal relationships, which
can, in turn, grow the trust levels. Further, encouraging continual learning can be achieved
through the development of flexible schedules for the employees. The flexible schedules give the
followers a platform to personally organize the mode of execution of tasks most comfortable to
them which encourages learning on the job.
The main supervisory role I assumed as a leader was to improve the productivity of the
team. However, certain situations may jeopardize this objective and must be dealt with to ensure
productivity is improved. For instance, the presence of conflict resolution techniques in my
leadership skill set is essential for overcoming such a situation in the workplace. Also, the
environment developed at the workplace ensures that interpersonal conflicts can be resolved
before getting any worse. Keeping an open channel of communication ensures that, as a leader, I
am brought in to address any issue that might affect the productivity of the employees. Problems
regarding productivity can be shared with employees through communication channels and their

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input considered in the decision-making process. However, urgent situations will require
decisive actions initiated by the leader.

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References
Mathwich, B. (2019). Leadership, Ethics, Human Resources, and the External Environment: A
Case Study on Resort Turnaround, New Management, and Land Disputes. International
CHRIE.
Sudiardhita, K. I., Mukhtar, S., Hartono, B., Sariwulan, T., & Nikensari, S. I. (2018). The effect
of compensation, motivation of employee and work satisfaction to employee
performance Pt. Bank Xyz (Persero) Tbk. Academy of Strategic Management Journal,
17(4), 1-14.


Outline
Individual Development Plan


An outline of the established self-reflection activities and actions



An explanation demonstrating the actions which indicate emotional intelligence



A highlight of the identified self-development strategies that can facilitate continual
learning



An application of sound reasoning in decision-making processes and the formulation of
plans.

View attached explanation and answer. Let me know if you have any questions.Hello, sorry for taking this long. I have made the necessary revisions.

1

Individual Development Plan

Student’s Name
Institutional Affiliation
Course Code: Course Name
Instructor’s Name
Date

2
Individual Development Plan
Introduction
An opportunity to develop professionally at any level of work is something that should be
open to all employees in an organization. The individual development plan has proven very
effective in realizing the full potential of professional development. The process of IDP entails
the identification of personal career goals as well as the establishment of self-development
strategies towards achieving these goals.
Self-Reflection
Self-reflection gave me a platform to identify my most vital attributes and relate these
attributes to my leadership style. Concurrently, I could also identify areas in my style that
required improvement. First, in the identification of my personal career goals, securing a
promotion presented a feasible option. Effective executio...

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