leadership skills and weakness

Leadership Plan Paper (Weighting = 20%)

The Leadership Plan paper will act as the guide that will help you reach your short and long-term goals for your personal leadership development. You will be asked to self-assess your strengths and weaknesses as a leader and structure a plan to develop the competencies needed to become a well-rounded leader.  You will be required to do an in-depth analysis of yourself in relation to your leadership style, temperament, and potential. Included will be how yourself assessment and characteristics relate to your future professional development.

Leadership Plan Action Steps

  1. Complete the Leadership Plan Template.doc document.
  2. The template should allow you to type your responses directly into the tables.
  3. Try to limit your responses to what will fit into the tables.
  4. If you need to use more space, you are free to do so by expanding each of the tables.
  5. Page Length: 5-6Pages

Grading Rubric

Grading Rubric: Leadership Plan Paper  
Criteria 5% 4% 3% 2% 0%
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ideas

                          Excels in responding to assignment. Interesting, demonstrates sophistication of thought. Central idea/thesis is clearly communicated, worth developing; limited enough to be manageable. Paper recognizes some complexity of its thesis: may acknowledge its contradictions, qualifications, or limits and follow out their logical implications. Understands and critically evaluates its sources, appropriately limits and defines terms.                                A solid paper, responding appropriately to assignment. Clearly states a thesis/central idea, but may have minor lapses in development. Begins to acknowledge the complexity of central idea and the possibility of other points of view. Shows careful reading of sources, but may not evaluate them critically. Attempts to define terms, not always successfully.

 

                    Adequate but weaker and less effective, possibly responding less well to assignment. Presents central idea in general terms, often depending on platitudes or clichés. Usually does not acknowledge other views. Shows basic comprehension of sources, perhaps with lapses in understanding. If it defines terms, often depends on dictionary definitions.                        Does not have a clear central idea or does not respond appropriately to the assignment. Thesis may be too vague or obvious to be developed effectively. Paper may misunderstand sources.

 

                     Does not respond to the assignment, lacks a thesis or central idea, and may neglect to use sources where necessary.

 

 

 

 

 

 

 

 

 

 

Organization & Coherence

 

 

 

                             Uses a logical structure appropriate to paper’s subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.

 

                        Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper’s central idea.

 

                May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence.                 May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper’s thesis.

 

 

 

 

 

                       No appreciable organization; lacks transitions and coherence.

 

 

 

 

 

 

 

 

 

Support

 

 

                           Uses evidence appropriately and effectively, providing sufficient evidence and explanation to convince.

 

 

                        Begins to offer reasons to support its points, perhaps using varied kinds of evidence. Begins to interpret the evidence and explain connections between evidence and main ideas. Its examples bear some relevance.

 

                     Often uses generalizations to support its points. May use examples, but they may be obvious or not relevant. Often depends on unsupported opinion or personal experience, or assumes that evidence speaks for itself and needs no application to the point being discussed. Often has lapses in logic.                     Depends on clichés or overgeneralizations for support, or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than analysis.

 

                    Uses irrelevant details or lacks supporting evidence entirely. May be unduly brief.

 

 

 

 

 

 

Style

 

                    Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits paper’s audience and purpose. Sentences are varied, yet clearly structured and carefully focused, not long and rambling. Generally, uses words accurately and effectively, but may sometimes be too general. Sentences generally clear, well structured, and focused, though some may be awkward or ineffective.                       Uses relatively vague and general words, may use some inappropriate language. Sentence structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing.                         May be too vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentence structure is simple or monotonous.

 

                 Usually contains many awkward sentences, misuses words, employs inappropriate language.

 

 

 

 

 

 

Mechanics

 

P(5.u)

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                     Almost entirely free of spelling, punctuation, and grammatical errors.

 

 

 

 

 

                           May contain a few errors, which may annoy the reader but not impede understanding.

 

                 Usually contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding.

 

                     Usually contains either many mechanical errors or a few important errors that block the reader’s understanding and ability to see connections between thoughts.

 

                  Usually contains so many mechanical errors that it is impossible for the reader to follow the thinking from sentence to sentence.

 

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