Benchmark Assignment - Professional Development Plan 1 Unsatisfactory 0.00% 2 Less than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 70.0 %Content 20.0 %Self-Reflection on Current Leadership Capabilities (Competency 1.2: Practice methods of self-reflection that contribute to the development of character required by effective leaders.) Plan does not include a self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Plan provides an incomplete or insufficient self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent. Plan provides an elemental self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Some subject knowledge is evident. Plan provides a self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Detailed examples and evidence are included. Subject knowledge is competent. Plan provides a thorough and fully developed self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Plan offers detailed evidence that justifies conclusions about personal leadership development. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding. 15.0 %Project Vision of Student as Leader in 3-5 Years Plan does not project a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Plan projects an incomplete or insufficient a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent. Plan projects an elemental vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Some subject knowledge is evident. Plan projects a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Detailed examples and evidence are included. Subject knowledge is competent. Plan projects a thorough and fully developed self-reflection on a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Plan offers detailed evidence that justifies conclusions about this vision. Plan i ...

1. Benchmark Assignment - Professional Development Plan
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Self-Reflection on Current Leadership Capabilities
(Competency 1.2: Practice methods of self-reflection that
contribute to the development of character required by effective
leaders.)
Plan does not include a self-reflection on current leadership
capabilities, including what has been learned in the course and
methods for developing and improving in order advance in the
field.
Plan provides an incomplete or insufficient self-reflection on
current leadership capabilities, including what has been learned
in the course and methods for developing and improving in
order advance in the field. Evidence to justify conclusions is
vague or irrelevant. Subject knowledge is unclear or
inconsistent.
Plan provides an elemental self-reflection on current leadership

2. capabilities, including what has been learned in the course and
methods for developing and improving in order advance in the
field. Some subject knowledge is evident.
Plan provides a self-reflection on current leadership
capabilities, including what has been learned in the course and
methods for developing and improving in order advance in the
field. Detailed examples and evidence are included. Subject
knowledge is competent.
Plan provides a thorough and fully developed self-reflection on
current leadership capabilities, including what has been learned
in the course and methods for developing and improving in
order advance in the field. Plan offers detailed evidence that
justifies conclusions about personal leadership development.
Plan includes relevant examples and applicable insight. Plan
demonstrates comprehensive subject knowledge and
understanding.
15.0 %Project Vision of Student as Leader in 3-5 Years
Plan does not project a vision of student as a leader in 3-5
years, including where student wants to be and what kind of
leader student wants to become.
Plan projects an incomplete or insufficient a vision of student as
a leader in 3-5 years, including where student wants to be and
what kind of leader student wants to become. Evidence to
justify conclusions is vague or irrelevant. Subject knowledge is
unclear or inconsistent.
Plan projects an elemental vision of student as a leader in 3-5
years, including where student wants to be and what kind of
leader student wants to become. Some subject knowledge is
evident.
Plan projects a vision of student as a leader in 3-5 years,
including where student wants to be and what kind of leader
student wants to become. Detailed examples and evidence are
included. Subject knowledge is competent.
Plan projects a thorough and fully developed self-reflection on a
vision of student as a leader in 3-5 years, including where

3. student wants to be and what kind of leader student wants to
become. Plan offers detailed evidence that justifies conclusions
about this vision. Plan includes relevant examples and
applicable insight. Plan demonstrates comprehensive subject
knowledge and understanding.
15.0 %Five-Eight Leadership Goals/Objectives as Specified in
the Assignment
Plan does not develop five to eight leadership goals/objectives
as specified in the assignment or explain how each
goal/objective will help achieve the qualities of professional
excellence and integrity.
Plan develops an incomplete or insufficient explanation of five
to eight leadership goals/objectives as specified in the
assignment. Plan does not include justification of how each
goal/objective will help achieve the qualities of professional
excellence and integrity. Evidence to justify conclusions is
vague or irrelevant. Subject knowledge is unclear or
inconsistent.
Plan provides an elemental explanation of five to eight
leadership goals/objectives as specified in the assignment,
including justification of how each goal/objective will help
achieve the qualities of professional excellence and integrity.
Some subject knowledge is evident.
Plan provides an explanation of five to eight leadership
goals/objectives as specified in the assignment, including
justification of how each goal/objective will help achieve the
qualities of professional excellence and integrity. Detailed
examples and evidence are included. Subject knowledge is
competent.
Plan provides a thorough and fully developed explanation of
five to eight leadership goals/objectives as specified in the
assignment, including justification of how each goal/objective
will help achieve the qualities of professional excellence and
integrity. Plan offers detailed evidence that justifies conclusions
about these goals/objectives. Plan includes relevant examples

4. and applicable insight. Plan demonstrates comprehensive
subject knowledge and understanding.
20.0 %Development and Evaluation of a Plan to Achieve Stated
Goals/Objectives (Competency 1.1: Evaluate qualities of
professional excellence and integrity that characterize inspiring
and effective leadership.)
A plan is not developed to achieve stated goals/objectives or
does not include researching professional development
activities available to help achieve goals. Plan does not provide
a method for evaluating, self-reflecting, and tracking
development towards the goals.
An incomplete or insufficient plan to achieve stated
goals/objectives is developed, including researching
professional development activities available to help achieve
goals. Plan does not provide a method for evaluating, self-
reflecting, and tracking development towards the goals.
Evidence to justify conclusions is vague or irrelevant. Subject
knowledge is unclear or inconsistent.
An elemental plan to achieve stated goals/objectives is provided
and includes researching professional development activities
available to help achieve goals. Plan does provide a method for
evaluating, self-reflecting, and tracking development towards
the goals. Some subject knowledge is evident.
A plan to achieve stated goals/objectives is provided and
includes researching professional development activities
available to help achieve goals. Plan does provide a method for
evaluating, self-reflecting, and tracking development towards
the goals. Detailed examples and evidence are included. Subject
knowledge is competent.
A thorough and fully developed plan to achieve stated
goals/objectives is provided and includes researching
professional development activities available to help achieve
goals. Plan does provide a method for evaluating, self-
reflecting, and tracking development towards the goals. Plan
offers detailed evidence that justifies conclusions about the plan

5. and its implementation. Plan includes relevant examples and
applicable insight. Plan demonstrates comprehensive subject
knowledge and understanding.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to
purpose.
Thesis and/or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the
paper is contained within the thesis. Thesis statement makes the
purpose of the paper clear.
20.0 %Organization and Effectiveness
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses non-credible sources.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are

6. authoritative.
Clear and convincing argument that presents a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative.
20.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register) and/or word choice
are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct and varied sentence structure
and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Writer is clearly in command of standard, written, academic
English.
10.0 %Format
5.0 %Paper Format (Use of appropriate style for the major and
assignment)
Template is not used appropriately or documentation format is
rarely followed correctly.
Appropriate template is used, but some elements are missing or
mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Appropriate template is fully used. There are virtually no errors
in formatting style.

7. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous formatting
errors.
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style,
and format is mostly correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
100 %Total Weightage
Professional Development Plan
Leadership as a vocation requires a commitment to professional
excellence and integrity, which can be achieved through
establishing habits of self-reflection, life-long learning, and
professional development. The purpose of this assignment is for
you to reflect on where you currently are in your leadership
capabilities; define where you want to go; and specify goals,
plans, and a timeframe for achieving your professional
objectives. Your professional development plan will be

8. composed of three parts: Vision, Goals/Objectives, and Plans.
Vision:
The ability to create, communicate, and compel vision is critical
to inspiring and effective leadership. While ultimately many
leaders are responsible for developing visions to guide complex
organizations, effective leadership begins on a much more
personal level—a vision of yourself as a leader. Who are you
and who do you want to become in your field or sphere of
influence? Once you are clear about that, you can then
confidently establish how you will help others and your
organization achieve their visions.
Your leadership vision is based on a number of factors
including your attitude, values, personal beliefs, guiding
principles, and how you behave. It may also be influenced by
theoretical, philosophical, or religious frameworks and the
leadership traits, values, and behaviors of others. A leadership
vision is also dynamic. No great leader ever "arrived." Those
who have adopted leadership as their vocation can spend a
lifetime in self-reflection in order to continue to learn and more
effectively motivate and inspire others.
Spend some time reflecting below on where you currently are in
your leadership capabilities, what you have learned about
leadership in the course, and how you want to develop and
improve as you continue your leadership studies and move
forward in your field. Review the document “Essential
Leadership Competencies” for an overview of the scope of
effective leadership capabilities.
Reflection:

9. Vision:
Then, in 300-500 words, briefly articulate your vision for
yourself as a leader 3-5 years from now. Where do you want to
be? What kind of leader do you want to become?
Goals/Objectives:
After you have stated your vision, create five to eight leadership
goals/objectives you will strive to meet in the next 3-5 years.
Try to formulate at least one goal/objective related to the four
major leadership competencies included in "Essential
Leadership Competencies": self-leadership, leading others,
leading an organization, and leadership as a vocation. Include a
brief justification for each goal/objective to explain how it will
help you achieve the qualities of professional excellence and
integrity required of excellent leaders.

10. Plan:
Specify activities you will engage in to achieve your
goals/objectives. You may find it helpful to research
professional development activities in your field or organization
to determine what resources are available to you. Be specific
about projects you will engage in either as student or as a
professional and identify people in your life who can help you
achieve your goals. Be sure to include a timeline of events.
Finally, include a method for evaluating your professional
development plan at regular intervals. What milestones will you
include in your plan to help ensure its success? How will you
use methods of self-reflection to assess your progress as you
move towards your goals?
© 2015. Grand Canyon University. All Rights Reserved.

11. 3
Essential Leadership Competencies
Self-Leadership
1. Self-leadership provides an opportunity to achieve your
objectives through your own thinking, feelings, and behaviors.
Self-reflection is a necessary tool to improve the way you
function as a leader. How do you plan to practice methods of
self-reflection that contribute to the development of how you
lead?
2. Recognition of characteristics of professional excellence
plays a key role during interviews and performance evaluations.
These characteristics must be visible to colleagues and
stakeholders in order for you to benefit from them. Which
characteristics of professional excellence do you currently
have? Which characteristics of professional excellence do you
want to have?
3. Emotional and social intelligence skills translate to
communication skills. Leaders who are able to access their
emotional center have an advantage over leaders who only rely
on intellect. Emotional and social intelligence can be an area of
significant personal growth.
4. Continued professional development delivers benefits to
individuals, their profession, their community, and possibly the
world at large. Most notably, continued professional
development keeps you desirable in your current position and
attractive to potential employers, if needed.
5. Organizational responses to change in the workplace are the

12. result of individual leaders who are employed within the
organization. As a leader, the ability to manage change is
essential. How can you demonstrate flexibility and adaptability
in response to changing or unknown circumstances?
Leading Others
1. An effective leader has followers and inspires them. This
relationship is mutually beneficial. Leaders and followers
support each other in order to achieve goals, vision, or
objectives. How do you plan to inspire followership through the
utilization of leadership and motivation theories?
2. Diversity can be a strength within a team and organization.
First, diversity must be recognized and leveraged as a strength.
Diversity provides fresh ideas and perspective for a team or
organization. How will you analyze people's strengths in order
to leverage diversity to improve performance outcomes?
3. Communication and collaboration are increasingly important
in a global and digital environment. Effective communication
and collaboration among different stakeholders are prevalent in
the workplace to meet business goals. What strategies for
effectively leading teams and fostering collaboration among
various stakeholders will you apply?
4. A great leader seeks to coach and guide in order to develop
leadership qualities in others. Most leaders have had the
opportunity to be coached by other great leaders. Coaching
others enables people to improve their performance. What are
some methods of coaching and providing guidance that help
develop leadership qualities in others?
Leading an Organization
1. Analyzing organizational behavior can drive innovative
change and encourage organizational growth, including
improved outcomes. When new leadership is established, the
leader often sets a vision. The leader must evaluate systematic
interdependencies among individuals, team, and departments to
inform their vision and apply innovation to improve
organizational outcomes.
How can you develop and communicate a compelling vision to

13. guide organizational development? How do you plan to analyze
organizational behavior to determine systemic
interdependencies among individuals, teams, and departments?
How do you plan to integrate creativity and innovation to
improve organizational outcomes through leadership?
2. New and existing leadership requires the leader and the
followers to be of the same mind. How can you foster a climate
of learning and development within an organization?
3. Organizational responses to technological advances and
economic shifts contribute to change in the workplace. What
strategies can be utilized for implementing and managing
change within an organization?
Leading as Vocation
1. Numerous historical and recent events provide examples of
leaders that did and did not understand they had a moral
obligation to lead with kindness, compassion, and justice for the
good of followers and the community. The outcomes of these
events may directly and indirectly affect you, your peers, the
community, and society. What are some guidelines to ensure
you lead with moral obligation for the good of followers and the
community? How do you intend to lead with kindness,
compassion, and justice?
2. Leaders who consider leadership their vocation consider it a
service to others and for the common good. How do you intend
to implement leadership as a service to others that promotes the
common good and contributes to the benefits of communities
and society at large?
© 2015. Grand Canyon University. All Rights Reserved.
2