The document describes the results of the author's personal SWOT analysis, which examined their strengths, weaknesses, opportunities, and threats. Some of the author's key strengths included being very focused when completing tasks, having strong time management and organizational skills, and having a good work-life balance. Opportunities for the author included getting feedback from others to improve, receiving coaching to enhance their leadership skills, and developing their ability to quickly analyze information. The author concluded they have a strong interest and ability in writing that they want to continue developing going forward.

1. After a thorough self-assessment, I came up with a personal
SWOT analysis that took into account my strengths,
weaknesses, opportunities and threats. This discussion inquires
me about my strengths and opportunities. Regarding my
strengths, first of all, when I was engaged in a certain task, I
was very forced. For example, I spent a lot of time completing
my tasks and being proactive in all forums. I also have a strong
ability to track activities. In addition, I boast of a balance
between work and life. I am able to go to class, go to work, and
take care of my family. I am an ambitious person and I am very
interested in courses, research, research and leadership. I also
have the ability to write well. I always like to write academics
and technology. This has greatly improved my calligraphy by
hand and numbers.
On discovery of my potential strengths, I have further realized
and identified various opportunities that are open to me; so that
I can improve my strengths and gradually overcome my
weaknesses. First, I am able to involve other people to provide
feedback about their experiences when interacting with me. This
way, I will be able to rectify where possible. Moreover, I have
the opportunity to receive coaching in order to better my
leadership skills and personal skills. In order to be able to make
my deliberations quickly, I have the chance to improve my
aptitude to ensure quick completion of tasks assigned. This way,
I will be able to learn from other people and develop equanimity
about various tasks.
Ending this discussion, I believe my best interest area lies in
writing and I am willing to improve it even more in near future.
University Orientation Worksheet
Information Skills Reflection WorksheetDirections:
· After you have completed the Information Skills self-

2. assessment, please review the Identifying Scholarly Sources
tutorial. If additional resources were recommended for you,
review at least one of the suggested resources. Then return to
this worksheet to reflect on your experience by answering the
questions below.
· Remember, no one is expected to come into Capella knowing
everything there is to know about being a successful online
learner. Everyone has capacity for growth. This self-assessment
and activities will help you confirm strengths and recognize
areas for continued growth.
_____________________________________________________
_____________________
Your Name: u01a1_Leslie Bethea
1. In addition to Identifying Scholarly Sources, what other
section(s) of RAILS did you review? Based upon your review
what is one new piece of information or strategy you learned
about that you can apply as you begin research for your studies?
2. Describe one way you can leverage any strengths you have in
research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained
as a result of your past academic, personal, or professional
experiences.
3. Why do you think it is important to use source materials to
support your viewpoints? Why is it important that the sources
you use in your coursework be scholarly sources?
The Information Skills Self-Assessment rated your current skill
level in four areas: Identifying Scholarly Sources, Defining
your Topic, Searching Effectively, and Evaluating Source
Quality.

3. The “Identifying Scholarly Sources” section helps you to
understand more about what makes material a scholarly source
versus others types of sources.
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Diversity Worksheet
All of us have multifaceted cultural identities. For this reason,
you are likely to have experienced situations where you are in
the cultural majority, as well as others where you are in the
cultural minority. This exercise will help you reflect on how
your cultural memberships influence your ability to work
professionally with people of similar cultural backgrounds, as
well as with people with different cultural backgrounds. All of
us have biases. Failure to recognize these biases creates harm. It
takes more strength to acknowledge your biases than to argue
that you do not have any.
The focus of this worksheet is the group of people you work
with. If you are a classroom teacher, for example, the focus
would be on the students you teach. If you are a higher
education student affairs professional, the focus would be on
the students to whom your office provides services. Whatever
your professional role, you can decide what your “client group”
is and complete the worksheet accordingly. It is possible that
you have not experienced working with people in one or more
specific groups identified in the worksheet. It is also possible

4. that your professional role does not bring you into direct
contact with individuals about whom you would have specific
information in regard to their group memberships. It is still
possible for you to complete the worksheet by reflecting on
your own values and life background and reaching some
conclusions. There are no right or wrong answers.
If you are taking this course as part of transitioning to a new
professional role, you may choose to complete the worksheet
based on either your current role or the role for which you are
preparing.
Dr. Pamela Hays developed the ADDRESSING model used in
the worksheet, comprising 10 major factors of cultural
difference that are most common in the United States. Note that
this list is not comprehensive; there are thousands of different
cultural identities in our country.
Cultural Group According to the ADDRESSING Model
How You Identify Yourself in Relation to Each Group
Implications for Your Work. Consider where you have privilege
and what groups might be easy to work with or difficult to work
with.
A. Age
D. Disability Born With
D. Disability Acquired
R. Religion
E. Ethnicity

5. S. Socioeconomic
S. Sexual Orientation
I. Indigenous Status
N. Nationality
G. Gender
The following example is provided to help you understand how
to use the template.
Cultural Group According to the ADDRESSING Model
How You Identify Yourself in Relation to Each Group
Implications for Your Work. Consider where you have privilege
and what groups might be easy to work with or difficult to work
with.
A. Age
Middle age (late 40s)
Sometimes I feel that younger colleagues think I’m “over the
hill.”
D. Disability Born With
No
D. Disability Acquired
Chronic knee problems; sometimes I use a cane
Generally it does not impact my work, but sometimes I am
pressured to move too quickly. This can contribute to the
perception of my age.
R. Religion
Unitarian

6. I have to remind myself not to make offhand remarks that may
offend those from more traditional orientations.
E. Ethnicity
Hispanic
Being bilingual has been a great advantage in working with
some parents, but I have been aware of prejudice from others.
S. Socioeconomic
Middle class
Sometimes it is hard to be mindful of the pressures faced by
students from disadvantaged families.
S. Sexual Orientation
Gay
I know I have biases against individuals who follow a
strict/literal interpretation of the scriptures.
I. Indigenous Status
No
I have students that are Ojibwe and have been extra careful of
how Native Americans are represented in my classroom.
N. Nationality
U.S. citizen
I am very aware of my privileges compared to students from
families that do not have legal status.
G. Gender
Male
I have problems working with individuals who follow strict
social sex roles (only men can do men things, and only women
can do women things). I find gender/social sex roles much more
fluid.Reference
Hays, P. A. (2001). Addressing cultural complexities in
practice: A framework for clinicians and counselors.
Washington, D C: American Psychological Association
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7. Self-Assessment and Proposal
In this course, you will engage with interesting content, and you
will have the opportunity to demonstrate the knowledge and
skills that you develop several times throughout the course. For
your first assignment in this course, you will complete a self-
assessment of the knowledge and skills that are addressed in
this course. The items in this self-assessment are aligned to the
course competencies.
For each item in the table on Page 2, rate your level of
proficiency on each competency according to this scale:
0:
Nonperformance: I have no experience or expertise in this.
1:
Basic: I have limited experience and expertise in this.
2:
Proficient: I have some experience and average expertise in
this.
3:
Distinguished: I have extensive experience and expertise in this.
For each item, write a sentence or two presenting the evidence
that supports your rating. There are various types of evidence
you might provide depending on your unique situation. For
example, in support of a strength, you could refer to past
positive evaluations you received from a supervisor relative to
that strength; in support of an area for opportunity, you might
state that you have not had training or job experience that would
develop your skill in that area. The type of evidence you choose
is up to you, but it is not enough to make an unsupported

8. assessment.
In the section following the table, write a two-page proposal in
which you set goals for learning in this course, based on your
self-assessment data. Follow the prompts in parentheses and
italics to help you craft the content for each part of the
proposal. In the proposal, you will do the following:
· Describe two or three main strengths that emerged from this
self-assessment of the course knowledge and skills.
· Write three goal statements for learning during this course.
Each goal statement should be observable and measurable so
you can determine the extent of your improvement later on.
· Make a brief action plan: Explain what actions you will take
to address each goal throughout this course.
When you have completed this worksheet, save it and submit it
as Assignment 1.
Self-Assessment Table
ItemRatingSupporting Evidence
I know how to create inclusive learning environments for all
students.
0
1
2
3
My educational setting is an environment in which respect for
and value of diversity are demonstrated.
0
1
2
3

9. I am aware of multicultural issues that impact students.
0
1
2
3
I am well-informed about how cultural issues impact
curriculum, instruction, and assessment in educational settings.
0
1
2
3
I can assess my knowledge and skills accurately.
0
1
2
3
I can think critically by interpreting, analyzing, evaluating, and
making inferences about information through the use of
evidence.
0
1
2
3
Item
Rating
Supporting Evidence
I can find and review scholarly references to use as academic
support for my work.
0
1
2
3

10. I am able to communicate professionally with stakeholders in
my educational setting.
0
1
2
3
I am able to communicate in a scholarly way, including writing
at a standard expected of a graduate learner, in the courseroom
and in assignments.
0
1
2
3
I can reflect on my own learning and my professional practice
in a way that allows for future goal setting.
0
1
2
3
Learning Goals Proposal
Follow the prompts in italics to complete each section; delete
the prompts before submitting your proposal.
Introduction
(In a single, brief paragraph, tell about your professional
background: for example, years you have been teaching, grades
or subjects you have taught.)Strengths
(Briefly identify two or three areas of strength that emerged
from your self-assessment. To what do you attribute your
strength in this area?)
Growth Opportunities

11. (Briefly identify two or three opportunities for growth that
emerged from your self-assessment. Why do you think that
these areas are weaker for you?)
Goal Statements
(Briefly identify 3 observable, measurable goals for your
learning in this course. They must be related to items in the
self-assessment, as those items are aligned to the course
competencies.) Be sure to follow the criteria of SMART goals
described in the Unit 2 study activity.
Goal Statement #1.
Goal Statement #2.
Goal Statement #3.Planning for Improvement
(Briefly explain what actions you will take to address each goal
throughout this course. What challenges might you face in
carrying out the action items?)
Actions to Address Goal #1.
Actions to Address Goal #2.
Actions to Address Goal #3.
Conclusion

12. 1
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