Identify the global trends that you see driving a global leadership agenda.

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Activity Instructions

Submit the written version of your Leadership Development Plan project. The information from assignments in Units 2 and 4 will form part of this document, and the insights from the results of the 360-degree Global Leader of the Future assessment will be added here in Unit 5. In addition you will give your own assessment of your ability to use the Five Minds for the Future (Gardner, 2007).

Your paper should be divided into the four headings below:click here for more information on this paper

  • Global leadership concerns for the future. Remember that the concerns for the future must be rooted in global trends. These were discussed in Unit 1 and included in your written assignment in Unit 2. (Approximately 1–2 pages.)
    • Identify the global trends that you see driving a global leadership agenda. Integrate, if possible, the impact of this agenda on your industry.
    • Clearly link leadership development needs (using any of the articles pertaining to leadership development) to the applicable global trends.
  • Emerging leadership theory to guide a global agenda. Analyze emerging leadership theories (at least two) that are appropriate for a global agenda. These topics were developed in the written assignment for Unit 2. (Approximately 1–2 pages.)
    • Select a theory that is appropriate for professional growth and for guiding an individual global agenda.
    • Provide your rationale for choosing this theory to frame your leadership agenda.
  • Evaluation of responsibility to prepare the self as a leader. The responsibility to prepare the self is a topic explored and developed in Unit 4 and assessed in the assignment of Unit 4. (Approximately 1–2 pages.)
    • Offer a clear and unambiguous statement evaluating the need for self-directed leadership preparation for a competitive, complex, and diverse workplace.
    • Explicitly address how leadership preparation should address each of those factors: competition, complexity, and diversity in the workplace.
  • Personal plan to support the evolving, reflective self as global leader. Drawing on the context you set in points 1-3 and using the results from the 360-degree review from the Global Leader of the Future Inventory, prepare a plan which supports your personal growth as a global leader. This step constitutes the main part of your project. The plan should reflect and flow logically from the understandings developed on trends, future concerns, emerging leadership theory, evaluation of self-directed preparation, and the 360-degree results. (Approximately 9–12 pages.)
    • Describe your development goals.
    • Summarize the action steps of your plan in the order in which you intend to accomplish them. You will describe how each action step supports your development goals and how each of the steps relates to and builds upon one another.
    • You will be specific and concrete about the action steps you will take toward developing one or more of the Five Minds in yourself. Each action step must be clearly defined, achievable, and have measurable outcomes. Explicitly address each of these elements for each action step.
    • Describe how you will evaluate your progress for each step.
    • Include a clear summary statement of how the plan will support and enhance your growth and the growth of others.

The total paper should be no longer than 15 pages of text. Appendices should include a summary of the results from the Global Leader of the Future Inventory and a calendar for the action steps in the plan. A reference list of 15 sources must also be included.click here for more information on this paperAttachments:

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Leadership Development Plan Scoring Guide Grading Rubric
CriteriaNon-performanceBasicProficientDistinguished
Analyze relevant global leadership concerns for the future.
20%
Does not identify relevant global leadership concerns for the future.Identifies but does not analyze relevant global leadership concerns for the future.Analyzes relevant global leadership concerns for the future.Evaluates relevant global leadership concerns for the future.
Analyze emerging leadership theories that are appropriate for a global agenda.
20%
Does not identify emerging leadership theories that are appropriate for a global agenda.Identifies but does not analyze emerging leadership theories that are appropriate for a global agenda.Analyzes emerging leadership theories that are appropriate for a global agenda.Evaluates emerging leadership theories that are appropriate for a global agenda.
Evaluate the leader’s responsibility to prepare the self for work in a competitive, complex, and diverse workplace.
20%
Does not identify the leader’s responsibility to prepare the self for work in a competitive, complex, and diverse workplace.Analyzes but does not evaluate the leader’s responsibility to prepare the self for work in a competitive, complex, and diverse workplace.Evaluates the leader’s responsibility to prepare the self for work in a competitive, complex, and diverse workplace.Evaluates the leader’s responsibility to prepare the self for work in a competitive, complex, and diverse workplace.
Define a personal plan for evolving the present, reflective self.
20%
Does not define a personal plan for evolving the present, reflective self.Defines some parts of a personal plan for evolving the present, reflective self.Defines a personal plan for evolving the present, reflective self.Synthesizes the data to define an exemplary personal plan for evolving the present, reflective self.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
20%
Does not communicate in a manner that is professional and consistent with expectations for members of the business professions.Inconsistently communicates in a manner that is professional and consistent with expectations for members of the business professions.Communicates in a manner that is professional and consistent with expectations for members of the business professions.Communicates in an exemplary manner that is professional and consistent with expectations for members of the business professions.

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CriteriaNeeds WorkSatisfactoryExceptionalCapellaCoachInstructor Comments
Critical ReadingFollows the assignment.Selects and interprets sources appropriately.Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 11–16: Critical Reading of Primary and Secondary Sources.Capella Library
Sources: What Can You Use for Your Research?Presentation: Peer-reviewed Articles and How to Find Them.
or
Libguide: What Is Peer Review?
Abstract and Executive SummarySummarizes the main idea(s) of the paper.Evaluates scholarship related to those idea(s).Expresses writer’s unique perspective.Capella Writing Center
Common Writing AssignmentsThe Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.Business and Technical Writing.Business and Technical Writing Presentation.The Writing Center: Strategies for Writing from Secondary Sources.The Writing Center: Developing a Scholarly Voice.Capella Library
Evaluating Sources.Library Research Handbook: What Did You Find? Evaluating.
IntroductionForecasts the scope and structure of the paper.States the purpose of main idea(s) of the paper.Demonstrates critical thinking by providing the writer’s unique perspective on the main idea(s).Capella Writing Center
The Writing Process: Drafting. Full-text PDF, page 22: Introductions.The Writing Process: Drafting. Full-text PDF, page 20: Main Ideas.Common Writing AssignmentsDeveloping a Thesis Statement.The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.
Body: OrganizationDemonstrates critical thinking by organizing ideas in logical order to support the main idea(s) of the paper.Presents paragraphs withMain idea (ex. topic sentence).Evidence to support the main idea (ex. cited facts).Analysis of evidence (ex. interpretation of what those facts mean in terms of the main idea(s)).Link to next paragraph or section (ex. transitions).Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.The Writing Process: Drafting. Full-text PDF, pages 20–27.Grammar Handbook: Paragraph Structure. Full-text PDF, pages 25–34.Creative Inquiry.Common Writing AssignmentsAPA Style and Formatting module.APA Style and Format: Headings and Subheadings.MEAL Plan.Reverse Outlining.
Body: EvidenceDemonstrates critical thinking by integrating reputable outside sources withSummaries.Paraphrases.Quotes. click here for more information on this paperCapella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.The Writing Process: Drafting. Full-text PDF, page 23: Using Sources.Academic Honesty.APA Style and Format. In-Text Citations.Common Writing AssignmentsThe Writing Center: Strategies for Writing from Secondary Sources.Using Paraphrases.Writing Your Own Academic Conversation: Who Said What to Whom.Plagiarism.Academic Integrity.Capella Library
Guides by School and Specification.Anatomy of a Scholarly Article.Presentation: Peer-reviewed Articles and How to Find Them.
or
Libguide: What Is Peer Review?Library Research Handbook: What Did You Find? Evaluating.
Body: AnalysisDemonstrates critical thinking by reflecting on, explaining, or refuting outside sources.Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.The Writing Process: Revising. Full-text PDF, pages 27–34.The Writing Center: Writing for an Academic Audience.The Writing Center: Revising for Results.What Is the Literature Review Mini-site.
ConclusionReiterates the main idea(s) of purpose of the paper.Reiterates the writer’s unique perspective on the main idea(s).Demonstrates critical thinking by offering ideas for future research or inquiry.Capella Writing Center
The Writing Process: Drafting. Full-text PDF, page 26: Conclusions.Common Writing Assignments
Documentation StyleFollows specified documentation style.Uses headings and subheadings to create logical organization pattern.Incorporates internal citations correctly.Presents external citations correctly (ex. references in APA).Capella Writing Center
APA Style and Format.APA: Finding Answers.What’s Behind APA Guidelines?FAQs on Academic Writing.Plagiarism.Academic Integrity.
Voice (3rd Person)Uses appropriate tone for the assignment.Uses concrete language.Uses signal phrases to separate self from sources (ex. according to the author noted).Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 4–7: Scholarly Writing.The Writing Process: Drafting. Full-text PDF, pages 25–26: Coherence and Transitions.The Writing Process: Revising. Full-text PDF, pages 31–32: Voice.The Writing Center: Developing a Scholarly Voice.Writing in Third Person.Writing Your Own Academic Conversation: Who Said What to Whom.Voice, Style, and Tone.Wordiness.
GrammarUses active voice.Presents sentences with subject-verb agreement.Evidences proofreading through lack of errors in sentence structure and spelling.Capella Writing Center
The Writing Process: Polishing. Full-text PDF, pages 35–43: How to Edit and How to Proofread.Grammar Handbook: Sentence Structure. Full-text PDF, pages 4–35.Grammar Handbook: Word Choice. Full-text PDF, pages 34–37.Active and Passive Voice.Style: Sentence Simplicity.Purdue University: Sequence of Tenses.
PunctuationUses standard American punctuation and the punctuation rules of the citation style.Capella Writing Center
Grammar Handbook: Punctuation. Full-text PDF, pages 47–69.Grammar Handbook: Mechanics. Full-text PDF, pages 69–73.Basic Comma Rules.

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